UK K12 GCSE A-Level Year 6 KS2 Global Citizenship UN SDGs How Can Young People Take Action

Learning Objectives

By the end of this topic, students will be able to:

• Explain the concept of Sustainable Development Goals (SDGs) and their relevance to young people.
• Identify and describe at least three SDGs that are particularly relevant to young people.
• Analyze the role of young people in achieving the SDGs.
• Evaluate the impact of individual actions on the achievement of the SDGs.
• Develop a plan for taking action to contribute to the achievement of at least one SDG.

Core Concepts

The Sustainable Development Goals (SDGs) are a set of 17 global goals adopted by the United Nations in 2015 to address the world's most pressing challenges, including poverty, inequality, climate change, and more. The SDGs are:

1. No Poverty (Goal 1): End poverty in all its forms everywhere.
2. Zero Hunger (Goal 2): End hunger, achieve food security and improved nutrition, and promote sustainable agriculture.
3. Good Health and Well-being (Goal 3): Ensure healthy lives and promote well-being for all at all ages.
4. Quality Education (Goal 4): Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
5. Gender Equality (Goal 5): Achieve gender equality and empower all women and girls.
6. Clean Water and Sanitation (Goal 6): Ensure availability and sustainable management of water and sanitation for all.
7. Affordable and Clean Energy (Goal 7): Ensure access to affordable, reliable, sustainable, and modern energy for all.
8. Decent Work and Economic Growth (Goal 8): Promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.
9. Industry, Innovation, and Infrastructure (Goal 9): Build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation.
10. Reduced Inequalities (Goal 10): Reduce inequality within and among countries.
11. Sustainable Cities and Communities (Goal 11): Make cities and human settlements inclusive, safe, resilient, and sustainable.
12. Responsible Consumption and Production (Goal 12): Ensure sustainable consumption and production patterns.
13. Climate Action (Goal 13): Take urgent action to combat climate change and its impacts.
14. Life Below Water (Goal 14): Conserve and sustainably use the world's oceans, seas, and marine resources.
15. Life on Land (Goal 15): Protect, restore, and promote sustainable use of terrestrial ecosystems, forests, and biodiversity.
16. Peace, Justice, and Strong Institutions (Goal 16): Promote peaceful and inclusive societies, access to justice, and effective, accountable, and inclusive institutions.
17. Partnerships for the Goals (Goal 17): Strengthen the means of implementation and revitalize the global partnership for sustainable development.

Young people can play a significant role in achieving the SDGs by:

• Raising awareness about the SDGs and their importance.
• Participating in campaigns and movements that promote the SDGs.
• Engaging in volunteer work and community service that supports the SDGs.
• Making informed choices about their own consumption and lifestyle habits.
• Advocating for policies and practices that support the SDGs.

Worked Examples

Example 1: Reducing Food Waste

Sarah is a Year 6 student who is concerned about food waste. She notices that her school cafeteria often throws away large amounts of food that could be eaten. Sarah decides to take action by:

• Researching ways to reduce food waste in schools.
• Proposing a new food waste reduction policy to the school administration.
• Organizing a campaign to raise awareness about food waste and its impact on the environment.
• Working with classmates to create a composting program to turn food waste into fertilizer.

Example 2: Promoting Sustainable Transportation

Tom is a Year 6 student who is concerned about air pollution and climate change. He notices that many of his classmates drive to school in cars, contributing to air pollution. Tom decides to take action by:

• Researching alternative modes of transportation, such as walking, cycling, or carpooling.
• Proposing a new transportation policy to the school administration that encourages sustainable transportation.
• Organizing a campaign to raise awareness about the impact of transportation on the environment.
• Working with classmates to create a bike-to-school program that encourages students to cycle to school.

Common Misconceptions

• Many students believe that the SDGs are only relevant to governments and international organizations, but in reality, young people can play a significant role in achieving the SDGs.
• Some students may think that individual actions are not enough to make a difference, but in reality, collective action can lead to significant positive change.
• Others may believe that the SDGs are only about environmental issues, but in reality, the SDGs cover a wide range of issues, including poverty, inequality, and access to education.

Exam Tips

• Make sure to read and understand the question carefully before answering.
• Use specific examples to illustrate your points.
• Evaluate the impact of individual actions on the achievement of the SDGs.
• Develop a plan for taking action to contribute to the achievement of at least one SDG.

MCQs

MCQ 1: [F]

What is the main goal of the Sustainable Development Goals (SDGs)?

A) To reduce poverty and inequality B) To promote sustainable consumption and production patterns C) To ensure access to affordable, reliable, sustainable, and modern energy for all D) To protect, restore, and promote sustainable use of terrestrial ecosystems, forests, and biodiversity

Correct answer: A) To reduce poverty and inequality

Why the distractors fail: * B) While sustainable consumption and production patterns are an important aspect of the SDGs, it is not the main goal.
* C) Access to affordable, reliable, sustainable, and modern energy for all is a specific goal (Goal 7), but not the main goal of the SDGs.
* D) Protecting, restoring, and promoting sustainable use of terrestrial ecosystems, forests, and biodiversity is an important aspect of the SDGs, but not the main goal.

MCQ 2: [H]

Which of the following is an example of a collective action that can contribute to the achievement of the SDGs?

A) An individual student deciding to reduce their own carbon footprint B) A group of students organizing a campaign to raise awareness about the importance of recycling C) A single student proposing a new policy to the school administration D) A teacher assigning a project on the SDGs to a class of students

Correct answer: B) A group of students organizing a campaign to raise awareness about the importance of recycling

Why the distractors fail: * A) While an individual student's decision to reduce their own carbon footprint is a positive action, it is not an example of collective action.
* C) A single student proposing a new policy to the school administration is an individual action, not a collective action.
* D) A teacher assigning a project on the SDGs to a class of students is not an example of collective action, as it is a top-down approach rather than a collaborative effort.

MCQ 3: [F]

Which of the following is an example of a way that young people can contribute to the achievement of the SDGs?

A) By participating in a school play B) By volunteering at a local animal shelter C) By participating in a campaign to raise awareness about the importance of recycling D) By playing video games

Correct answer: C) By participating in a campaign to raise awareness about the importance of recycling

Why the distractors fail: * A) While participating in a school play can be a fun and creative activity, it is not a way to contribute to the achievement of the SDGs.
* B) Volunteering at a local animal shelter is a positive activity, but it is not directly related to the achievement of the SDGs.
* D) Playing video games is not a way to contribute to the achievement of the SDGs.

MCQ 4: [H]

Which of the following is an example of a way that young people can hold decision-makers accountable for achieving the SDGs?

A) By writing a letter to their local MP B) By participating in a peaceful protest C) By creating a social media campaign to raise awareness about the SDGs D) By donating money to a charity that supports the SDGs

Correct answer: B) By participating in a peaceful protest

Why the distractors fail: * A) While writing a letter to their local MP can be a way to express opinions, it is not a direct way to hold decision-makers accountable.
* C) Creating a social media campaign can raise awareness about the SDGs, but it is not a direct way to hold decision-makers accountable.
* D) Donating money to a charity that supports the SDGs is a positive action, but it is not a direct way to hold decision-makers accountable.

MCQ 5: [F]

Which of the following is an example of a way that young people can make a positive impact on the environment?

A) By reducing their own carbon footprint B) By participating in a clean-up initiative C) By recycling more D) All of the above

Correct answer: D) All of the above

Why the distractors fail: * A) Reducing one's own carbon footprint is a positive action, but it is not the only way to make a positive impact on the environment.
* B) Participating in a clean-up initiative is a positive action, but it is not the only way to make a positive impact on the environment.
* C) Recycling more is a positive action, but it is not the only way to make a positive impact on the environment.

Short-answer questions

1. What are the Sustainable Development Goals (SDGs), and why are they important?
2. How can young people contribute to the achievement of the SDGs?
3. What are some examples of collective actions that can contribute to the achievement of the SDGs?
4. How can young people hold decision-makers accountable for achieving the SDGs?
5. What are some ways that young people can make a positive impact on the environment?