Secondary Activities

Use the map to navigate the activities. We’ve organised these into seven themes that connect with the curriculum.

The map also has three layers: Classroom, for activities to do in-class; School, for events and projects to engage the school; and Community, for ideas that go beyond the school gates and engage with people and groups in the wider world.

The idea is to start in the middle, and move outwards! This will help your learners build the knowledge, attitudes and skills of active citizenship.

Don’t forget to reflect after every activity with your students! To the right is a reflection tool you can use after every activity, topic or project.

Reflection Tool

Use this worksheet to reflect with your students after an activity, topic or project!

Evaluation form:

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Evaluation form

Identity and Influence

How do our beliefs inform our actions? What can we do to influence others in the world?

Classroom

My identity

Who are you, from your point of view and from another point of view?

Recommended time: 20 mins.
Subjects: Applied technology, home economics, religious education.
SDGs: 3

Values and action

Students explore their own and their common values and what actions on daily basis promote these values.

Recommended time: 20 mins.
Subjects: Religious education.
SDGs: 4,10, 11, 12

What I know and what I do

Students discuss how their personal values and actions are important to them and how these can contribute to a better classroom culture and world, in practice.

Recommended time: 20 mins.
Subjects: Religious education, CSPE.
SDGs: 4,10, 11, 13

I go my own way?

Students learn about and use the factors that influence our choices.

Recommended time: 45 mins.
Subjects: Religious education, CSPE.
SDGs: 4,10, 11, 12

School

Investigating values at your school

Students discuss which values and actions they would like to see promoted in the world, stating with them self, at school.

Recommended time: 30 mins.
Subjects: Religious education, CSPE.
SDGs: 4,10, 11, 13

How to influence people

Students uses the factors that influence our choices and test out what impact these factors do have.

Recommended time: 45 mins.
Subjects: Religious education, CSPE.
SDGs: 4, 10, 11, 12

Community

Values in organisations

Students discuss which values and actions they would like to see promoted in the world, starting with their potential future workplaces.

Recommended time: 45 mins.
Subjects: Business studies, Religious education, CSPE.
SDGs: 4, 10, 11, 12

Behind the scenes

Students learn about and use the factors that influence our choices.

Recommended time: 45 mins.
Subjects: Business studies, English, Religious education.
SDGs: 4, 10, 11, 12

Technology

Technology is everywhere and it's speeding up everything. But where is it going?

Classroom

Tech-race

Students get to see, investigate and reflect about the tech-race we are a part of, and make a prioritization of the most important devices, and the one we might be without, or?

Recommended time: 10 mins.
Subjects: Social science and nature science.
SDGs: 4, 9, 10, 11, 12

Chained to the tech-rhythm?

The students reflect on the technology race and how it influences the nature, the workers behind it and us, the users of it.

Recommended time: 30 mins.
Subjects: English, social science, nature science.
SDGs: 4, 10, 11, 12

Want vs. need

The students reflect on the differences between wanting something and needing something and how they might be influenced into wanting things they don't really need.

Recommended time: 40 mins.
Subjects: Language / communication.
SDGs: 4, 10, 11, 12

Influencers

Students develop critical thinking about the influence of social media in their life and learn to choose what and who to be influenced by.

Recommended time: 45 mins.
Subjects: Language / communication.
SDGs: 4, 10, 11, 12

School

What's your superpower?

To not be chained to the tech-rhythm, what super power is needed? Students will reflect about what kind of knowledge could help them.

Recommended time: 10 mins.
Subjects: Nature science, social science.
SDGs: 3, 4, 15, 16

Community

Follow your waste

The students visit their local waste management company, to follow the value chain of our "best before" products.

Recommended time: Half a day / day.
Subjects: Nature science.
SDGs: 12, 16

Power and having an impact

People are continually being influenced. But have you thought about what power and impact you and your friends have? How can you influence others in your community?

Classroom

Effect of dietary change

Students explore the impact on carbon emissions and other sustainability measures of a personal dietary change.

Recommended time: 2*45 mins.
Subjects: Nature science, mathematics.
SDGs: 3, 12, 13, 15

The Story behind my food

Students investigate the resources, work and emissions behind the food they eat in order to appreciate and respect the food and the work that lays behind to produce it.

Recommended time: 45 mins.
Subjects: SPHE, SESE: Nature science, mathematics, geography.
SDGs: 3, 12, 13 , 15

School

Vegetarian week

Students eat vegetarian food.

Recommended time: Whole week.
Subjects: Staff in the canteen together with food and health-students, geography , nature science.
SDGs: 3, 12, 13, 15

Cooking competition

Students eat and learn to prepare food from surplus food.

Recommended time: 2 hours.
Subjects: Food and health, geography.
SDGs: 3, 12, 13, 15

Vegetarian food course

Students learn to prepare vegetarian food.

Recommended time: 2x45 mins.
Subjects: food and health.
SDGs: 3, 12, 13, 15

Community

Invite / Visit a farmer

Students learn about where food comes from, and the hard work and resources behind producing the food.

Recommended time: 45 mins.
Subjects: Nature science, social science, history, mathematics.
SDGs: 3, 12, 13, 15

Nutrition research

Students learn about plant-based diets.

Recommended time: 45 mins.
Subjects: Nature science, restaurant and food, gym.
SDGs: 3, 12, 13, 15

Food waste audit

Students explore how much food waste their family has, and the impact on carbon emissions measures of a food waste.

Recommended time: 30 minutes + homework.
Subjects: Food and health, socaial science/geography, mathematics.
SDGs: 3, 12 ,13, 15

Reducing food waste in stores

Students explore explanations and solutions for food waste at the store.

Recommended time: 60 minutes or homework.
Subjects: Social science, nature science.
SDGs: 3, 12, 13, 15

Equality and justice

Why is the world so unequal? Why is this important when we're taking climate action?

Classroom

Privilege walk

Identify the effects of privilege and a lack of opportunity for individuals at home and abroad.

Recommended time: 35 mins.
Subjects: Social science.
SDGs: 10, 5

Measuring your footprint

Students measure their ecological footprint and contrast the footprints of wealthy and poorer countries.

Recommended time: 2x45 mins.
Subjects: Nature science,.
SDGs: 6, 7, 11, 12, 13

School

Who gets the cake?

Let students become aware of how unevenly distributed the value in the world is, though a practical tasty or untasty stunt.

Recommended time: 30 mins.
Subjects: Mathematics, geography.
SDGs: 10

Community

Reducing your footprint

Students try out different habits to reduce their ecological footprint to the sustainable and globally just level.

Recommended time: Homework.
Subjects: Social science, mathematicas.
SDGs: 6, 7, 11, 12, 13

Voice for change

Students adressing the challenges in reducing their footprint by using their voice.

Recommended time: 45 mins + homework.
Subjects: Language, communication.
SDGs: 6, 7, 11, 12, 13

Over consumption

How does our patterns of consumption affect the wider world? What can we change?

Classroom

T-shirt map

Students investigate the carbon footprint and social impact of their garments through mapping steps of their life cycle.

Recommended time: 2x45 mins.
Subjects: Geography.
SDGs: 8, 9, 10, 12, 16

My energy day

Students investigate how much energy they consume in their daily activities and the possible impact of their energy habits.

Recommended time: 45 mins
Subjects: Nature science.
SDGs: 7, 12, 15

The ten commandments of energy-saving

Students investigate in which of the daily activities there are possible to reduce the amount of energy they consume.

Recommended time: 45 mins.
Subjects: Nature science.
SDGs: 7, 12, 15

School

Swap market

Experience how they can get new clothes in a sustainable way.

Recommended time: 3x45 mins.
Subjects: social science.
SDGs: 8, 9, 10, 12, 16

Upcycling challenge

Inspiration for fewer clothes.

Recommended time: The whole week.
Subjects: IE: Social science.
SDGs: 8, 9, 10, 12, 16

School Sustainability Assessment

Students investigate how much energy the school consumes and how it can reduce energy consumption.

Recommended time: 60 mins.
Subjects: Nature science.
SDGs: 7, 12, 15

Community

E-mail a clothes company

Students investigate the carbon footprint and social impact of their garments through mapping steps of their life cycle.

Recommended time: 45 mins.
Subjects: Language english.
SDGs: 8, 9, 10, 12, 16, 17

Water challenge

Students investigate how difficult it can be to just use 30 L water in one day, and understand how much water (and energy in connection with water use) we use every day.

Recommended time: 2x45 mins.
Subjects: Nature science mathematics.
SDGs: 7, 12, 15

Nature and biodiversity

How do our daily actions affect nature? How can we act for more resilient ecosystems?

Classroom

Carbon cycle - on your back

The students teaches each other the carbon cycle, an essential knowledge for understanding the basic on this planet.

Recommended time: 30 mins.
Subjects: Nature science.
SDGs: 13, 14, 15

Climate facts

Students learn and discuss some facts relating to climate change and climate justice.

Recommended time: 40 mins.
Subjects: Nature science.
SDGs: 13

Biodiversity Status Quo

The student reflect on the loss of animals and plants.

Recommended time: 30 minutes.
Subjects: Nature science.
SDGs: 14,15

School

Move for food waste

Students reflect over the use of land, nature, animals and plants as input-factors in food production, and how we waste it.

Recommended time: 15 mins.
Subjects: Mathematics and geography/social science, nature science.
SDGs: 12

Mapping the green areas

Take a walk in the school area and map the green places.

Recommended time: 30 mins.
Subjects: Geography, nature science, gymnastics.
SDGs: 15

Community

Mapping your community

Use a digital map and map the green areas.

Recommended time: 40 mins.
Subjects: Geography.
SDGs: 15

Sustainable dilemmas and development

How can we develop our societies and economies to respect the human rights and dignity of all?

Classroom

Chained to the rhythm

How can music and songs be used to raise important topics? We will find out!

Recommended time: 15 mins.
Subjects: Music, social science, english.
SDGs: 7, 12, 15

Spot the greenwashing

The students are aware of how companies might be greenwashing products by using incorrect claims of sustainability in their marketing to influence us into consuming them.

Recommended time: 2*45mins.
Subjects: Geography, language (retorikk), english.
SDGs: 8, 9, 10, 12, 13

Greenwash this!

The students are aware of how companies might be greenwashing products by using incorrect claims of sustainability in their marketing to influence us into consuming them.

Recommended time: 45 mins.
Subjects: Science, Geography, Oral language.
SDGs: 8, 9, 10, 12, 13

School

Sing it together

The students try to be songwriters/video makers with the goal to raise awareness of the unstainable and inequality rhythm we live in, in a creative Katy Perry-style.

Recommended time: 3x45 mins.
Subjects: Music, social science, english.
SDGs: 10

Community

Energy and land

Students explore the clash between the drive for sustainable energy and indigenous land rights.

Recommended time: 45 mins.
Subjects: Geography.
SDGs: 6, 7, 8, 9, 11, 12, 13, 14, 15