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 7: Affordable and clean energy | Action | Contact MOS and develop a climate trajectory or climate clang. | Secondary education |
| SDG 7: Affordable and clean energy | Action | Put up posters/raise awareness around turning of lights and other equipment. | Primary educaton |
| SDG 7: Affordable and clean energy | Action | Put up posters/raise awareness around turning of lights and other equipment. | Secondary education |
| SDG 7: Affordable and clean energy | Action | Organize fun, awareness actions/activities like: generating energy yourself (bikes on rollers). | Primary educaton |
| SDG 7: Affordable and clean energy | Action | Organize fun, awareness actions/activities like: generating energy yourself (bikes on rollers). | Secondary education |
| SDG 7: Affordable and clean energy | Action | Do a campaign around energy saving in your own institution or on a local level. | Primary educaton |
| SDG 7: Affordable and clean energy | Action | Do a campaign around energy saving in your own institution or on a local level. | Secondary education |
| SDG 8: Decent work and economic growth | Policy | Make conscious decisions when you buy something and don’t just look at the impact on the environment and climate (CO2 emissions, trash, recycling, biodiversity ...) but also at the working conditions and world trade. | Primary educaton |
| SDG 8: Decent work and economic growth | Policy | Make conscious decisions when you buy something and don’t just look at the impact on the environment and climate (CO2 emissions, trash, recycling, biodiversity ...) but also at the working conditions and world trade. | Secondary education |
| SDG 8: Decent work and economic growth | Policy | Follow a transparent financial policy towards teachers, students and parents. | Primary educaton |
| SDG 8: Decent work and economic growth | Policy | Follow a transparent financial policy towards teachers, students and parents. | Secondary education |
| SDG 8: Decent work and economic growth | Policy | Give teachers and students a say in what the budget is used for. | Primary educaton |
| SDG 8: Decent work and economic growth | Policy | Give teachers and students a say in what the budget is used for. | Secondary education |
| SDG 8: Decent work and economic growth | Policy | Have decent performance reviews. | Primary educaton |
| SDG 8: Decent work and economic growth | Policy | Have decent performance reviews. | Secondary education |
| SDG 8: Decent work and economic growth | Policy | Offer teachers support with respect to labor law. | Primary educaton |
| SDG 8: Decent work and economic growth | Policy | Offer teachers support with respect to labor law. | Secondary education |
| SDG 8: Decent work and economic growth | Policy | Offer space to use personal talents. | Primary educaton |
| SDG 8: Decent work and economic growth | Policy | Offer space to use personal talents. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Organize a company visit in a company that takes corporate social responsibility. | Primary educaton |
| SDG 8: Decent work and economic growth | Klas | Organize a company visit in a company that takes corporate social responsibility. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Organize a sustainable mini-company at school. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Inform students about and teach them how to handle money. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Have students manage the budget during an excursion. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Give students a say in the methodologies, contents and evaluation. | Primary educaton |
| SDG 8: Decent work and economic growth | Klas | Give students a say in the methodologies, contents and evaluation. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Have students investigate other economic models like donut economy, circular economy, collaborative economy, communism, steady-state economies, healthy-welfare economies, degrowth, self-sufficient economies, Inclusive Wealth Index6, Global Hunger Index7 ... | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Let students creatively create their own Utopia (imaginary country). Let them map out existing problems and discover new models. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Organize presentations on jobs (e.g. from parents, family ...). | Primary educaton |
| SDG 8: Decent work and economic growth | Klas | Organize presentations on jobs (e.g. from parents, family ...). | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Have your students take a good look at their clothes. Study the labels together and find out how our clothes are manufactured. Discuss the effects on people and the environment. | Primary educaton |
| SDG 8: Decent work and economic growth | Klas | Have your students take a good look at their clothes. Study the labels together and find out how our clothes are manufactured. Discuss the effects on people and the environment. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Develop a project based on research: “What can my career contribute to sustainable development?” | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Map out multiple life and work trajectories. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Contact employers for activities in class. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Explore the needs and perspectives of employers and employees through interviews. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Study the contributions of economies to people’s wellbeing and look at the social and individual effects of unemployment. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Discuss theoretical assumptions, models and indicators for economic growth (GDP, GNI, HDI). | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Discuss inequality on the job market: representation and participation of different social groups, and different income/wages and weekly working hours across countries, sectors, social groups, genders. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Discuss formal and informal labor, labor rights particularly for migrants and refugees, forced labor, slavery and human trafficking. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Discuss entrepreneurship, (social) innovation, new technologies and local economies for sustainable development. | Secondary education |
| SDG 8: Decent work and economic growth | Klas | Inform students about concepts and phenomena in financial systems and their influence on economic development (investments, credits, interests, banks, stock market speculation, inflation, etc.). | Secondary education |
| SDG 8: Decent work and economic growth | Action | Organize internships in local companies. | Secondary education |
| SDG 8: Decent work and economic growth | Action | Start a partnership with local vendors. | Secondary education |
| SDG 8: Decent work and economic growth | Action | Plan and implement enterprising and social entrepreneur projects. E.g. Open a sustainable shop during parent-teacher conferences. | Secondary education |
| SDG 8: Decent work and economic growth | Action | Spend time on the International Human Rights Day (December 10) and World Children’s Day (November 20). | Primary educaton |
| SDG 8: Decent work and economic growth | Action | Spend time on the International Human Rights Day (December 10) and World Children’s Day (November 20). | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Policy | Do something different: turn your roof into a garden, transform your school into a community center or move your class to a residential care home. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Policy | Share the school infrastructure with the community (and for other purposes). | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Policy | Share the school infrastructure with the community (and for other purposes). | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Policy | Create an action plan for sustainable infrastructure management (accessibility ...). | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Policy | Create an action plan for sustainable infrastructure management (accessibility ...). | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Policy | Work on green at school and in the neighborhood. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Policy | Work on green at school and in the neighborhood. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Policy | Pay attention to traffic safety in the school’s neighborhood and the school routes. Contact the road maintenance authority and map out the pressure points on the school routes together. Look for solutions together. Be inspired: https://www.vlaanderen.be/met-de-fiets-naar-school | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Policy | Pay attention to traffic safety in the school’s neighborhood and the school routes. Contact the road maintenance authority and map out the pressure points on the school routes together. Look for solutions together. Be inspired: https://www.vlaanderen.be/met-de-fiets-naar-school | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Policy | Provide sustainable information and communication technology (ICT), like supply chains, waste-disposal and recycling. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Policy | Provide sustainable information and communication technology (ICT), like supply chains, waste-disposal and recycling. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Policy | Provide a sustainable policy for internet - from green chat groups to the ecological footprint of search engines. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Policy | Provide a sustainable policy for internet - from green chat groups to the ecological footprint of search engines. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Klas | Have your students think about what infrastructure is. Go for a walk around your school or in the neighborhood and look at the infrastructure (gym, toilets, dining hall, station, bridge, footpath ...). Together with your students, discuss if it’s accessible to everyone. How could it be better? | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Klas | Have your students think about what infrastructure is. Go for a walk around your school or in the neighborhood and look at the infrastructure (gym, toilets, dining hall, station, bridge, footpath ...). Together with your students, discuss if it’s accessible to everyone. How could it be better? | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Visit an innovative company or organize a guest speaker from an innovative company and get to know more about sustainable jobs. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Klas | Visit an innovative company or organize a guest speaker from an innovative company and get to know more about sustainable jobs. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Focus one of your researches at school (integrated test/project, presentation, thesis, development of an innovating product, eco-design ...) on the subject of sustainable development. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Visit a building site to learn about insulation, energy, sustainable materials. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Klas | Visit a building site to learn about insulation, energy, sustainable materials. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Let students handle communication in an efficient and purposeful way. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Klas | Let students handle communication in an efficient and purposeful way. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | The students discover and learn more about sustainable communication technology. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Klas | The students discover and learn more about sustainable communication technology. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Start a sustainable company with your students (mini-company, shop at school ...). | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Klas | Start a sustainable company with your students (mini-company, shop at school ...). | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Include students in upcycling and redecorating the dining halls, classrooms, toilets, playground ... | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Klas | Include students in upcycling and redecorating the dining halls, classrooms, toilets, playground ... | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Research sustainable building materials, raw materials, solar panels, wind turbines, solar boiler within STEM education. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Klas | Research sustainable building materials, raw materials, solar panels, wind turbines, solar boiler within STEM education. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Let students design a space in the neighborhood where residents can meet up. What kind of facilities does such a place need? What does such a place ideally look like? | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Klas | Let students design a space in the neighborhood where residents can meet up. What kind of facilities does such a place need? What does such a place ideally look like? | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | "Introduce the students to Vlajo (Vlaamse Jonge Ondernemingen). " | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Introduce your students to sustainable and innovating companies during ‘Open Bedrijvendag’ (= Open business day). Or maybe one of the parents at your school works in such a company? Invite them to the class. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Have youngsters develop their own plans for the future around sustainable and innovative developments. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Develop a project based on research: “Is all innovation good?” | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Develop a company continuity plan for a local business after the impact of a natural disaster caused by climate change with the students. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Develop a company continuity plan for a local business after the impact of a natural disaster caused by climate change with the students. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Play a roleplaying game about a day without access to electricity. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Klas | Play a roleplaying game about a day without access to electricity. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Klas | Do research into the sustainability of the transport infrastructure around the school. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Klas | Do research into the sustainability of the transport infrastructure around the school. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Action | Use the outside space as a learning environment too. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Action | Use the outside space as a learning environment too. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Action | Invite parents, neighbors and students to pimp the school property, the layout and maintenance. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Action | Invite parents, neighbors and students to pimp the school property, the layout and maintenance. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Action | Organize a ‘sustainable’ inventors exhibition with your students. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Action | Organize a ‘sustainable’ inventors exhibition with your students. | Secondary education |
| SDG 9: Industry, innovation, infrastructure | Action | Include students and youngsters in developing spaces for community get-togethers. | Primary educaton |
| SDG 9: Industry, innovation, infrastructure | Action | Include students and youngsters in developing spaces for community get-togethers. | Secondary education |
| SDG 10: Reduced inequality | Policy | Strive for a social mix in all classes. | Primary educaton |
| SDG 10: Reduced inequality | Policy | Strive for a social mix in all classes. | Secondary education |
| SDG 10: Reduced inequality | Policy | Break stereotypes and respect people who do things differently. | Primary educaton |
| SDG 10: Reduced inequality | Policy | Break stereotypes and respect people who do things differently. | Secondary education |
| SDG 10: Reduced inequality | Policy | Let students support each other and start a buddy-system at school. | Primary educaton |
| SDG 10: Reduced inequality | Policy | Let students support each other and start a buddy-system at school. | Secondary education |
| SDG 10: Reduced inequality | Policy | Learn how to handle diversity at school. | Primary educaton |
| SDG 10: Reduced inequality | Policy | Learn how to handle diversity at school. | Secondary education |
| SDG 10: Reduced inequality | Klas | Exchange, start a project with OKAN-classes (welcoming class for foreign newcomers) and stimulate godmother/father initiatives. | Primary educaton |
| SDG 10: Reduced inequality | Klas | Exchange, start a project with OKAN-classes (welcoming class for foreign newcomers) and stimulate godmother/father initiatives. | Secondary education |
| SDG 10: Reduced inequality | Klas | Start an exchange with a school in another neighborhood or another county. | Primary educaton |
| SDG 10: Reduced inequality | Klas | Start an exchange with a school in another neighborhood or another county. | Secondary education |
| SDG 10: Reduced inequality | Klas | Discuss migration and refugees with your students. How many refugees flee, what the reason is for their migration... Bring a testimony from a refugee to class. | Primary educaton |
| SDG 10: Reduced inequality | Klas | Discuss migration and refugees with your students. How many refugees flee, what the reason is for their migration... Bring a testimony from a refugee to class. | Secondary education |
| SDG 10: Reduced inequality | Klas | Think about the unequal distribution of resources in your own country, but also worldwide (income distribution, number of refugees received ...). Use confronting methodologies and materials to show differences and similarities like the ‘privilege walk’ or https://www.gapminder.org/resources/ | Secondary education |
| SDG 10: Reduced inequality | Klas | "Make your students aware of the importance of quality education and the unequal opportunities for quality education in the world." | Secondary education |
| SDG 10: Reduced inequality | Klas | "Make your students aware of the importance of quality education and the unequal opportunities for quality education in the world." | Primary educaton |
| SDG 10: Reduced inequality | Klas | Read to kids from books about other cultures. Bring children’s books about other cultures to the class library. | Primary educaton |
| SDG 10: Reduced inequality | Klas | Read to kids from books about other cultures. Bring children’s books about other cultures to the class library. | Secondary education |
| SDG 10: Reduced inequality | Klas | Develop a project based on research: “How does inequality influence people’s happiness?” | Secondary education |
| SDG 10: Reduced inequality | Klas | Play simple distribution games to experience the psychological effects of unfair and unequal treatment or the worsening of the effects of natural dangers for a community caused by inequality. | Secondary education |
| SDG 10: Reduced inequality | Klas | Analyze the contribution of different social categories in your own institution. | Secondary education |
| SDG 10: Reduced inequality | Klas | Analyze your own personal history during times where someone was privileged or discriminated against. | Secondary education |
| SDG 10: Reduced inequality | Klas | Interview vulnerable people (like migrants). | Secondary education |
| SDG 10: Reduced inequality | Klas | Develop a webpage or blog with a good understanding of local migration and/or the refugee situation. | Secondary education |
| SDG 10: Reduced inequality | Klas | Discuss de amount and effects of international development aid. | Secondary education |
| SDG 10: Reduced inequality | Klas | Discuss the historical roots of present inequalities (including the role of multinational corporations). | Secondary education |
| SDG 10: Reduced inequality | Klas | Discuss the different indicators to measure inequality. | Secondary education |
| SDG 10: Reduced inequality | Klas | Discuss the representation of different social groups/nations in governments/councils of meaning and power and institutions. | Secondary education |
| SDG 10: Reduced inequality | Klas | Get inspired by projects like “School without racism”, the “My Voice My School” project, Project Ongehoord (unheard), “Sing Me In” ... | Secondary education |
| SDG 10: Reduced inequality | Klas | Get inspired by projects like “School without racism”, the “My Voice My School” project, Project Ongehoord (unheard), “Sing Me In” ... | Primary educaton |
| SDG 10: Reduced inequality | Action | Get inspired by projects like “School without racism”, the “My Voice My School” project, Project Ongehoord (unheard), “Sing Me In” ... | Primary educaton |
| SDG 10: Reduced inequality | Action | Get inspired by projects like “School without racism”, the “My Voice My School” project, Project Ongehoord (unheard), “Sing Me In” ... | Secondary education |
| SDG 11: Sustainable cities and communities | Policy | As a school, focus on community service learning. | Primary educaton |
| SDG 11: Sustainable cities and communities | Policy | As a school, focus on community service learning. | Secondary education |
| SDG 11: Sustainable cities and communities | Policy | Provide enough space that inspires. | Primary educaton |
| SDG 11: Sustainable cities and communities | Policy | Provide enough space that inspires. | Secondary education |
| SDG 11: Sustainable cities and communities | Policy | Support and stimulate the children, students, school personnel who come to school on foot, by bike or use public transport. | Primary educaton |
| SDG 11: Sustainable cities and communities | Policy | Support and stimulate the children, students, school personnel who come to school on foot, by bike or use public transport. | Secondary education |
| SDG 11: Sustainable cities and communities | Policy | Work together with the neighborhood and the city. | Primary educaton |
| SDG 11: Sustainable cities and communities | Policy | Work together with the neighborhood and the city. | Secondary education |
| SDG 11: Sustainable cities and communities | Policy | Develop an environment book for the school. | Primary educaton |
| SDG 11: Sustainable cities and communities | Policy | Develop an environment book for the school. | Secondary education |
| SDG 11: Sustainable cities and communities | Policy | Open the school infrastructure to third parties, so everyone has access to basic services. | Primary educaton |
| SDG 11: Sustainable cities and communities | Policy | Open the school infrastructure to third parties, so everyone has access to basic services. | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Visit a local commune, residential care home, co-housing or intergenerational home with your students to discuss sustainable use of space. | Primary educaton |
| SDG 11: Sustainable cities and communities | Klas | Visit a local commune, residential care home, co-housing or intergenerational home with your students to discuss sustainable use of space. | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Look at the different possibilities in sustainable mobility around the school. | Primary educaton |
| SDG 11: Sustainable cities and communities | Klas | Look at the different possibilities in sustainable mobility around the school. | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Organize excursions to ecovillages and other “living laboratories”, to waste water clarifying installations and other service centers to show the current best practices. | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Research diverse waste flows (prevention, reduction, recycle and reuse) and street litter in the city. | Primary educaton |
| SDG 11: Sustainable cities and communities | Klas | Research diverse waste flows (prevention, reduction, recycle and reuse) and street litter in the city. | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Inform students about the air quality in their city or in their own street. Map out the differences between streets or cities and discuss: where do they come from and what can we do about them? | Primary educaton |
| SDG 11: Sustainable cities and communities | Klas | Inform students about the air quality in their city or in their own street. Map out the differences between streets or cities and discuss: where do they come from and what can we do about them? | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | The students research and deepen their knowledge about subjects like spatial planning (impact of our fragmentation and ribbon development on the environment, climate and people), urban planning, light pollution, noise pollution, biodiversity loss, ecological stepping stones, urban heat island effect, natural water management, rainwater collecting possibilities and sustainable water use, waste treatment and composting, climate mitigation and adaptation, green roofs. | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Research the water cycle and recovery of groundwater through urban planning (green roofs, rainwater collecting, daylighting old riverbeds, sustainable urban drainage). | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Color the ground plan of your city with green zones: what is the ratio of buildings to green space. What is the average distance you would have to go, to go for a walk in a natural environment? | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Contact the sustainability official or the North-South official and ask which innovative sustainability projects are going on in your city. | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Research prevention and resilience for disasters and weather issues within your community. | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Research urban ecology and how wildlife adapts to human settlements. | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Conduct a study of the dynamics in different communities (decision-making, governance, planning, conflict solving, alternative communities, healthy communities, including creeping communities, ecovillages, transition cities). | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Invite older generations to talk about how regulations have changed over time. Ask them about their connection to the bioregion. Use art, literature and history to discover the settlement region and the changes it has gone through. | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Develop a (youth) action project on sustainable cities and communities | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Develop a project based on research: “Would is be more sustainable if we all lived in cities?” | Secondary education |
| SDG 11: Sustainable cities and communities | Action | Start actions/activities around street litter, air quality, noise pollution, urban heat island effect ... in the neighborhood. | Primary educaton |
| SDG 11: Sustainable cities and communities | Action | Start actions/activities around street litter, air quality, noise pollution, urban heat island effect ... in the neighborhood. | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Spend time on sustainable use of space, spatial planning, scarce space, nature advantages... and avoid stereotypes around living (white picket fence). | Primary educaton |
| SDG 11: Sustainable cities and communities | Klas | Spend time on sustainable use of space, spatial planning, scarce space, nature advantages... and avoid stereotypes around living (white picket fence). | Secondary education |
| SDG 11: Sustainable cities and communities | Klas | Use the school surroundings as an extension of the classroom. Take your own school environment including the local heritage as a learning opportunity. Get inspired by projects like “Buurten met Erfgoed”, environmental education... | Primary educaton |
| SDG 11: Sustainable cities and communities | Klas | Use the school surroundings as an extension of the classroom. Take your own school environment including the local heritage as a learning opportunity. Get inspired by projects like “Buurten met Erfgoed”, environmental education... | Secondary education |
| SDG 11: Sustainable cities and communities | Action | "Do actions around sustainable mobility: Pay attention to ‘walkers’, ‘cyclists’, ‘public transport’ and ‘passenger transport’ and use the STOP principle. " | Primary educaton |
| SDG 11: Sustainable cities and communities | Action | "Do actions around sustainable mobility: Pay attention to ‘walkers’, ‘cyclists’, ‘public transport’ and ‘passenger transport’ and use the STOP principle. " | Secondary education |
| SDG 11: Sustainable cities and communities | Action | Have students give concrete expression to a public green space or a community garden together with the local government. | Primary educaton |
| SDG 11: Sustainable cities and communities | Action | Have students give concrete expression to a public green space or a community garden together with the local government. | Secondary education |
| SDG 11: Sustainable cities and communities | Action | Work together with your neighborhood: community gardens, heritage, local farmer ... | Primary educaton |
| SDG 11: Sustainable cities and communities | Action | Work together with your neighborhood: community gardens, heritage, local farmer ... | Secondary education |
| SDG 11: Sustainable cities and communities | Action | Create a video of about 2 minutes about an example of a sustainable urban community. | Primary educaton |
| SDG 11: Sustainable cities and communities | Action | Create a video of about 2 minutes about an example of a sustainable urban community. | Secondary education |
| SDG 12: Responsible consumption and production | Policy | If your school produces things, do they follow a sustainable production policy? | Secondary education |
| SDG 12: Responsible consumption and production | Policy | When buying things, look at the social and environmental aspects. | Primary educaton |
| SDG 12: Responsible consumption and production | Policy | When buying things, look at the social and environmental aspects. | Secondary education |
| SDG 12: Responsible consumption and production | Policy | The school uses sustainability criteria when buying clothes (work outfits, sporting gear, uniform ...). | Primary educaton |
| SDG 12: Responsible consumption and production | Policy | The school uses sustainability criteria when buying clothes (work outfits, sporting gear, uniform ...). | Secondary education |
| SDG 12: Responsible consumption and production | Policy | The school treats materials sustainably (maintenance of materials and equipment). | Primary educaton |
| SDG 12: Responsible consumption and production | Policy | The school treats materials sustainably (maintenance of materials and equipment). | Secondary education |
| SDG 12: Responsible consumption and production | Policy | When buying electrical equipment, the entire energy label is taken into consideration to make the most sustainable choice. | Primary educaton |
| SDG 12: Responsible consumption and production | Policy | When buying electrical equipment, the entire energy label is taken into consideration to make the most sustainable choice. | Secondary education |
| SDG 12: Responsible consumption and production | Policy | Partake in group purchases. | Primary educaton |
| SDG 12: Responsible consumption and production | Policy | Partake in group purchases. | Secondary education |
| SDG 12: Responsible consumption and production | Policy | Provide a budget to buy sustainable cups, lunchboxes, water bottles... | Primary educaton |
| SDG 12: Responsible consumption and production | Policy | Provide a budget to buy sustainable cups, lunchboxes, water bottles... | Secondary education |
| SDG 12: Responsible consumption and production | Policy | Ask the school’s standard suppliers for a sustainable alternative to their products/services. | Primary educaton |
| SDG 12: Responsible consumption and production | Policy | Ask the school’s standard suppliers for a sustainable alternative to their products/services. | Secondary education |
| SDG 12: Responsible consumption and production | Policy | Develop a waste policy. | Primary educaton |
| SDG 12: Responsible consumption and production | Policy | Develop a waste policy. | Secondary education |
| SDG 12: Responsible consumption and production | Policy | Place solar panels on the roof and share the electricity with the neighborhood. | Primary educaton |
| SDG 12: Responsible consumption and production | Policy | Place solar panels on the roof and share the electricity with the neighborhood. | Secondary education |
| SDG 12: Responsible consumption and production | Policy | Avoid all plastics and disposable packaging at school. | Primary educaton |
| SDG 12: Responsible consumption and production | Policy | Avoid all plastics and disposable packaging at school. | Secondary education |
| SDG 12: Responsible consumption and production | Policy | The school has a well thought-out sustainable workbook policy. | Primary educaton |
| SDG 12: Responsible consumption and production | Policy | The school has a well thought-out sustainable workbook policy. | Secondary education |
| SDG 12: Responsible consumption and production | Policy | As a school, have attention for a sustainable financial policy. Choose a sustainable bank and don’t invest in unsustainable practices. https://bankwijzer.be/ | Primary educaton |
| SDG 12: Responsible consumption and production | Policy | As a school, have attention for a sustainable financial policy. Choose a sustainable bank and don’t invest in unsustainable practices. https://bankwijzer.be/ | Secondary education |