RCE Projects

RCE Western Australia - 2019

Location

UNAAWA Office

33 Moore St EAST PERTH Western Australia 6018

Australia

See map: Google Maps

AU

Global Goals Challenge: Showcasing effective curricular and extracurricular practice mainstreaming ESD in schools

Basic Information

Title of project :

Global Goals Challenge: Showcasing effective curricular and extracurricular practice mainstreaming ESD in schools

Submitting RCE:

RCE Western Australia

Contributing organization(s) :

United Nations Association of Australia (Western Australia) UNAAWA
Shenton College
Coolbinia Primary School
Melville Primary School
Westminster Junior Primary School
Bold Park Community School
Duncraig Senior High School

Focal point(s) and affiliation(s)

Name:

Focal Point A

Organizational Affiliation:

UNAAWA

E-mail:

gcs@unaa-wa.org.au

Name:

Focal Point B

Organizational Affiliation:

Shenton College

E-mail:

rebecca.mckinney@education.wa.edu.au

Name:

Focal Point C

Organizational Affiliation:

Coolbinia Primary School

E-mail:

Elaine.Lewis@education.wa.edu.au

Name:

Focal Point D

Organizational Affiliation:

Melville Primary School

E-mail:

Emidio.Boto2@education.wa.edu.au

Name:

Focal Point E

Organizational Affiliation:

Westminster Junior Primary School

E-mail:

lismat@iinet.net.au

Name:

Focal Point F

Organizational Affiliation:

Bold Park Community School

E-mail:

tim@boldpark.com

Name:

Focal Point G

Organizational Affiliation:

Duncraig Senior High School

E-mail:

Caroline.Crosbie@education.wa.edu.au

Name:

Focal Point H

Organizational Affiliation:

One World Centre

E-mail:

caroline.finander@gmail.com

Format of project:

Manuscript, PowerPoint, audio-visual

Language of project:

English

Date of submission:

Update

Web link:

https://www.unaa.org.au/about/state-teams/western-australia/wa-programs-for-schools/wa-global-goals-challenge/

Does this project link to any education and/or sustainable development policy or policies?:

Yes

UNESCO Global Citizenship Education

At what level is the policy operating?:

International

UNESCO Education for Sustainable Development

At what level is the policy operating?:

International

UNAAWA School Programs

At what level is the policy operating?:

Subnational

UNAAWA Global Goals Challenge

At what level is the policy operating?:

Subnational

School Education for Sustainable Development or Sustainability policies

At what level is the policy operating?:

Local

OECD 2030 Learning Framework

At what level is the policy operating?:

International

Geographical & Education Information

Region:

Asia-Pacific

Country:

Australia

Location(s):

UNAAWA Office

Address of focal point institution for project:

33 Moore St
EAST PERTH
Western Australia 6005

Ecosystem(s):

Agricultural, Coastal, Urban/Peri-urban

Target Audience:

Community, Primary, Secondary, Teacher Ed., Youth (Informal)

Socioeconomic and environmental characteristics of the area :

UNAAWA is a people's movement seeking to engage, inform and inspire the Western Australian community with the work and values of the United Nations, particularly the 2030 Sustainable Development Goals. UNAAWA implements school programs to engage school communities from the range of socio-economic groups across the state. Forty schools have been members of the schools network over the last four years. All but two of these schools are located in the Perth metropolitan region. The two exceptions are located in south-western regional centres.

The UNAAWA Global Citizenship Schools network includes schools located in the south-western corner of the Australian continent. This region has a Mediterranean type climate (cool, moist winters and hot, dry summers) and is a relatively well-watered part of the world's driest, inhabited continent. Annual precipitation totals range from over 1000mm to 500mm. Data demonstrate increasing temperatures and declining rainfall over the last century. An low-lying and narrow coastal plain fringes the undulating Great Western Plateau. Wet and dry sclerophyllous forests cover less than 10% of the area with much of the landscape cleared for crop and livestock farming. Population distribution is dominated by the primate city of Perth (2 million people) and five major regional urban settlements (ranging from 12,000 to 80, 000 people).

Description of sustainable development challenge(s) in the area the project addresses:

Arguably, the greatest challenge relates to the relative isolation of the area with a population of 2.5 million located predominantly in the southwestern coastal fringe. Less than 5% of this small population is spread over an area comprising more than 25% of the Australian continent. The biggest environmental challenges relate to the impact of global warming resulting in declining rainfall in the arable areas and high mass consumption and waste management issues. Societal challenges relate to the rising levels of inequality in income distribution (e.g. an estimated 10% of people living in poverty, 25% of households reporting that they have gone without food at least once during 2018/19 due to financial hardship). Reliance on export of minerals (including natural gas) and food crops to overseas markets currently results in high levels of prosperity and high levels of community complacency. This results in comparatively low levels of community interest in issues related to sustainable development.

Contents

Status:

Completed

Period:

November, 2018 to October, 2019

Rationale:

UNAAWA school programs seek to empower students as active global citizens through engagement of their school communities in the annual Global Goals Challenge. Active global citizens see themselves as belonging to a world community of humanity, unified in diversity through human rights and responsibilities and the interdependence of global systems. They understand that positive actions in their local community can make a difference globally when they are aligned with the 2030 SDGs.

Objectives:

The goals are to mainstream Education for Sustainable Development in WA schools through the UN 2030 SDGs by
* demonstrating alignment with the mandated curriculum - reframing rather than reforming curriculum requirements;
* providing and quality assuring a senior secondary curriculum package that is endorsed through the state curriculum authority and recognised by post-secondary learning providers (employers, vocational education and training, universities);
* showcasing effective teaching and learning programs developed and effectively implemented by teachers at classroom and whole of school levels; and
* providing curriculum support for teachers through Student Parliaments, project design workshops and project management toolkits.

As a consequence of the above activities and strategies students will progress in their
* cognitive development and understanding of global systems and sustainability;
* critical and creative thinking skills;
* socio-emotional development through community connection and respect for diversity;
* development of ethical responsibility;
* achievement of a sustainability mindset through moving from overwhelmed through understanding to empowerment.

Activities and/or practices employed:

UNAAWA works with members of its school network to conduct an annual Global Goals Challenge in primary and secondary schools.
1. Publishes eligibility requirements,criteria and timeline online, electronically through UNAAWA and partner networks and as posters.
2. Links quality assurance process for the WACE-endorsed program Global Citizenship and Sustainability with the Global Goals Challenge.
3. Maps and publishes alignment of the mandated curriculum (from Kindergarten to Year 12) with the UNESCO model for Global Citizenship Education.
4. Conducts annual Student Parliaments linking global citizenship with the 2030 SDGs and facilitating 'mission design' workshops for the Global Goals Challenge.
5. Publishes toolkit to support development of student agency through design, project management and evaluation skills.
6. Convenes expert judging panel including partner sustainability organisation (One World Centre), academics (Curtin University), business (WA Super) and community (Fogarty Foundation).
7. Showcases student missions, certificates student achievement and promotes to the WA community. Recognition of Finalists and Prize winners at annual Peace Day Ceremony.
8. Collaborates with other stakeholders to advance ESD in Western Australia. For example, working with Universities (such as UWA through the RCE network); conservation and sustainability agencies (such as WA Sustainable Schools Alliance); education change agencies (such as the Fogarty Foundation).
9. Collaborates with researchers to evaluate the impact of ESD programs. For example, the Young Persons' Plan for the Planet program and the recently published paper "Education for Sustainable
Development: A Study in Adolescent Perception Changes Towards Sustainability Following a Strategic Planning-Based Intervention—The Young Persons’ Plan for the Planet Program" has been published in Sustainability and is available
online:
Abstract: https://www.mdpi.com/2071-1050/11/20/5817
PDF Version: https://www.mdpi.com/2071-1050/11/20/5817/pdf

Size of academic audience:

Extra-curricular projects through Student Parliaments - Student leaders = 80 (Parliament participants); students in participating schools up to 2,000 (based on school populations); community members in participating schools up to 4,000.

Results:

* Two Student Parliaments held in March 2019, maintaining high levels of positive student and teacher response to intended outcomes (see evaluation reports for quantitative and qualitative data and analysis).
* Student leaders from 18 schools pitched their Global Goals mission plans to the Student Parliament (published on You Tube with a total of 1048 views).
* Three schools implemented the new UNAAWA Global Citizenship and Sustainability program in year 10 (involving a total of approximately 160 students), with each submitting a least two samples of student work to the 2019 Global Goals Judging Panel.
* SDG promotional activities were conducted at two School Sustainability Expos, two Child Engagement Festivals, Peace Day Festival (including Global Goals Walk for younger students and Global Goals Survey for older students and community members) and publication of Global Goals Week and related UN Observances through the UNAAWA 2019 Yolande Frank Art Awards Calendar.
* Judging of 11 Global Goals Challenge entries submitted by schools.
* Recognition of all 2019 Global Goals Challenge entrants, eight finalists and two winners (at the 22 September Peace Day Ceremony).
* Implementation of ESD practices by teachers in 20 schools through curriculum-based and/or extra-curricular Global Goals Challenge projects.
* Changes in sustainability policies and/or practices in these schools.
* School students leading their communities in diverse projects that address local sustainability challenges identified by those communities.
* Contribution to Australia's advancement of SDG 4 through Target 4.7.

Lessons learned:

What Works Well
* Student comments in Parliament evaluation show positive impact on student agency and mindset through action learning e.g. "I realised I could actually make a difference." "I learned many ways I can make a difference on this planet and make my ideas a reality." "Student parliament inspired me to make an effort to improve our world and helped me to become a much better leader."
* Teacher comments indicate high level of support for providing exemplars and tools for promoting authentic problem-based learning "Seeing young students in action and thinking on their feet. Thank you for working so hard to give our children this opportunity." "Providing opportunities for the children to share their ideas and receive feedback from experts and each other."
* Including on the Inspire Panel the student leaders who won the Global Goals Challenge in the previous year.
* Scaffolding for students the importance of empathy, divergent thinking, collaborative project design and implementation, reflecting on the nature of project impacts and how they may be measured.
* Encouraging students to view their project as part of a continuum of sustainability practice and process with significant milestones and communication of lessons learned to students leading projects in subsequent years.

Even Better If
* Teachers' concerns about workloads are addressed. Need to create a resource of volunteer mentors to work with students in project management and leadership.
* Sharper focus more on project management skills and students taking responsibility to drive the project (instead of relying on teachers to do so).

Key messages:

UNAAWA Global Goals Challenge requires students to apply learning from across the curriculum to address real world challenges through integrated and problem-based learning. The SDGs provide an authentic context enabling students to develop a sense of contributing to community efforts to address global challenges at the local scale and in the process move from feeling overwhelmed through understanding to empowerment. By working collaboratively around the SDGs individuals can make a difference and contribute to building a sustainable world.

Relationship to other RCE activities:

The UNAAWA Global Goals Challenge, Student Parliaments and Curriculum Mapping relate to the following priorities of the RCE Western Australia:
* Establishing a network of collaborating organisations with a strategic approach to developing and promoting Education for Sustainability initiatives.
* Encouraging WA schools to participate in existing Education for Sustainability initiatives.
* Supporting WA schools through showcasing of good practice in Education for Sustainability.
* Linking Education for Sustainability and Global Citizenship Education through student agency and transformative competencies.

Funding:

All of the activities described are self-funded.
UNAAWA is wholly volunteer-driven. As a not-for-profit, grass roots organisation other non-labour costs are funded through membership fees and event charges (e.g. $25 per student for Student Parliament food and beverage).

Pictures:

File Name	Caption for picture	Photo Credit
Student_Parliament WA_LegislativeCouncilChamber.jpg (1.65 MB)	Student Parliament Western Australian Legislative Council Chamber	R.D. Barrett
Rossmoyne Workshop(2).jpg (1.22 MB)	Global Goals Mission Design Workshop	R.D.Barrett
DSC02086.JPG (1.83 MB)	Global Goals Mission Design Workshop (2)	R.D.Barrett
Student_Parliament_SDG_Project_Pitch.JPG (1.95 MB)	Pitching the Global Goals Project in Student Parliament	R.D.Barrett
Kingsway Parlt Report.JPG (1.88 MB)	Pitching the Global Goals Project in Student Parliament	R.D.Barrett
22-IMG_6705.JPG (4.76 MB)	Peace Day Finalist Recognition Global Goals Challenge Bold Park Teachers	Peter Goodall
34-IMG_6733.JPG (2.98 MB)	Peace Day Global Goals Challenge Prize Winner Coolbinia Primary School	Peter Goodall
35-IMG_6734.JPG (5.52 MB)	Peace Day Global Goals Challenge Prize Winner Shenton College Students	Peter Goodall

References and reference materials:

UNAA_WA_GlobalGoals_Challenge2019_v2.pdf

2019 PRIMARY ENTRY Global Goals Challenge.docx

2019 SECONDARY ENTRY Global Goals Challenge.docx

WACE Endorsed Program Global_Citizenship&Sustainability.pdf

FAQsWACEendorsedAug2018.pdf

FLYER Prof Learning NOV2018 WACE_GCEd and Sustainability.pdf

HANDOUT_8Nov18ShentonPilotWorkshop_UNAA GC&Sprogram.pdf

28March2019_STUDENT Handbook.pdf

FLYER_2019StudentParliament_v2.pdf

EVALUATION REPORT 2019 UNAAWA Student Parliament.pdf

DESIGN workshop SDG Missions.pdf

YouTube Details Primary Student Parliament 2019.pdf

YouTube Details Secondary Student Parliament 2019.pdf

1AA Handout SDG Dimensions.pdf

PLANNING TEMPLATE 2019 GG Challenge.docx

JUDGES BRIEFING NOTES2019GGChallenge.pdf

Final FLYER 2019 INT DAY OF PEACE.pdf

UNAA_PeaceDay_program_v3.pdf

CoolbiniaPS Project Description.pdf

Melville PS Project Description.pdf

John WollastonACS Project Description.pdf

Lifeline Shenton College Project Description.pdf

3 Girls Going Green Duncraig SHS Project Description.pdf

Bold Park CS Project Description.pdf

Alignment UNESCO GCEd with WA Curriculum.pdf

UN Sustainable Development Goals (SDGs)

(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)

SDG 1 - End poverty in all its forms everywhere

Indirect

SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture

Direct

SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages

Direct

SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Direct

SDG 5 - Achieve gender equality and empower all women and girls

Direct

SDG 6 - Ensure availability and sustainable management of water and sanitation for all

Direct

SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all

Indirect

SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all

Indirect

SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation

Direct

SDG 10 - Reduce inequality within and among countries

Indirect

SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable

Direct

SDG 12 - Ensure sustainable consumption and production patterns

Direct

SDG 13 - Take urgent action to combat climate change and its impacts

Direct

SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development

Direct

SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss

Direct

SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels

Direct

SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development

Direct

Theme

Disaster Risk Reduction

Indirect

Traditional Knowledge

Direct

Agriculture

Indirect

Arts

Direct

Curriculum Development

Direct

Ecotourism

Indirect

Forests/Trees

Indirect

Plants & Animals

Direct

Waste

Direct

Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas

Priority Action Area 1 - Advancing policy

Indirect

Priority Action Area 2 - Transforming learning and training environments

Direct

Priority Action Area 3 - Building capacities of educators and trainers

Indirect

Priority Action Area 4 - Empowering and mobilizing youth

Direct

Priority Action Area 5 - Accelerating sustainable solutions at local level

Direct

Update:

Yes

I acknowledge the above:

Yes