Your Actions Matter 🌟

The journey to tackle climate change is challenging but achievable, especially with the energy and passion of young people. Remember, each small action you take contributes to a larger global impact. Let’s join forces to create a sustainable, equitable, and thriving planet for all. πŸŒπŸ™Œ

Your Actions Matter 🌟

The journey to tackle climate change is challenging but achievable, especially with the energy and passion of young people. Remember, each small action you take contributes to a larger global impact. Let’s join forces to create a sustainable, equitable, and thriving planet for all. πŸŒπŸ™Œ


Here are six big questions that students in Stages 2 and 3 can think about and discuss related to Sustainable Development Goal (SDG) 13: Climate Action:

  1. How does climate change impact our local environment?
    Encourage students to explore changes in weather patterns, sea levels, and ecosystems specific to their region. Discuss the effects on wildlife, agriculture, and natural habitats.
  2. What actions can we take to reduce our carbon footprint?
    Have students brainstorm practical steps to minimise energy consumption, reduce waste, and promote sustainable transportation. Discuss the importance of individual choices.
  3. Why is it essential to protect forests and oceans in the fight against climate change?
    Explore the role of forests in carbon sequestration and the impact of deforestation. Discuss ocean health, coral reefs, and the consequences of rising sea temperatures.
  4. How can we raise awareness about climate change in our community?
    Students can propose awareness campaigns, create posters, or organise events. Discuss the power of education and advocacy in driving climate action.
  5. What adaptations are necessary to prepare for extreme weather events?
    Explore strategies for building resilience, such as early warning systems, emergency plans, and community support networks. Discuss the importance of preparedness.
  6. How can we collaborate globally to address climate challenges?
    Discuss international cooperation, scientific research, and policy agreements. Students can explore the role of organisations like the United Nations in promoting climate action.

Remember to encourage critical thinking, empathy, and creativity as students engage with these questions. 🌍🌱

Goal-Problem-Solution Scenario 🎯

The Goal Problem Solution (GPS) method is a three-part structured summary:
Goal: The goal you are trying to achieve
Problem: The problem that is preventing you from reaching your goal
Solution: What I/we/you are going to do to solve the problem

Here is a simplified GPS framework designed to make these concepts accessible and actionable for students in Stages 2 and 3 investigating SDG 13

Goal: Combat Climate Change and Its Impacts
  • Objective: Support SDG 13 by taking urgent action to combat climate change and its impacts. The goal is to mobilise students in stages 2 and 3 to understand the causes and consequences of climate change and to empower them to contribute to mitigation and adaptation efforts, ensuring a sustainable future for all.
Problem: Climate Change Challenges
  1. Greenhouse Gas Emissions: Human activities, particularly the burning of fossil fuels, are increasing the concentration of greenhouse gases in the Earth's atmosphere, leading to global warming.
  2. Extreme Weather Events: The frequency and intensity of extreme weather events, such as hurricanes, droughts, and floods, are on the rise, causing widespread devastation.
  3. Loss of Biodiversity: Climate change is contributing to the loss of habitats and species, reducing biodiversity, and disrupting ecosystems.
  4. Ice Melt and Sea Level Rise: The melting of polar ice caps and glaciers is leading to sea level rise, threatening coastal communities and ecosystems.
  5. Food and Water Security: Changes in climate patterns are affecting agricultural productivity and water availability, posing risks to food and water security globally.
Solution: Students Taking Action on Climate Change
  1. Reducing Greenhouse Gas Emissions:
    • Encourage energy conservation and the use of renewable energy sources among the school community.
    • Promote sustainable transportation options, such as walking, cycling, carpooling, and public transportation.
  2. Adapting to Extreme Weather Events:
    • Educate students about emergency preparedness and response to extreme weather events.
    • Engage in tree planting and the development of green spaces to reduce the urban heat island effect and improve resilience to flooding.
  3. Protecting Biodiversity:
    • Participate in local wildlife conservation projects and habitat restoration activities.
    • Raise awareness about the importance of biodiversity and the impacts of climate change on ecosystems.
  4. Mitigating Ice Melt and Sea Level Rise:
    • Support and participate in global and local initiatives aimed at reducing carbon emissions.
    • Learn about and advocate for policies that protect coastal and marine ecosystems.
  5. Ensuring Food and Water Security:
    • Implement school projects related to sustainable agriculture and water conservation, such as school gardens and rainwater harvesting systems.
    • Educate the school community about the importance of reducing food waste and conserving water.
  6. Community Engagement:
    • Organise climate action campaigns to raise awareness about climate change and encourage community participation in mitigation and adaptation efforts.
    • Collaborate with local organisations and governments to support climate action projects.

By integrating these solutions into their learning and actions, students in stages 2 and 3 can play a pivotal role in combating climate change, promoting sustainability, and ensuring a healthy planet for future generations.

Project Ideas πŸ’‘

Project Ideas for Students in Stages 2 and 3 to Support SDG 13 (Climate Action)

  1. Renewable Energy Science Fair
    • Objective: Investigate renewable energy sources (solar, wind, hydro) and create models or experiments demonstrating their principles.
    • Action: Organise a science fair where students present their projects, explaining how renewable energy can reduce our carbon footprint.
  2. Climate Change Awareness Campaign
    • Objective: Raise awareness about the causes and impacts of climate change within the school and local community.
    • Action: Design posters, digital content, and presentations to educate others about climate change. Host an awareness day with activities and guest speakers.
  3. Zero-Waste Challenge
    • Objective: Promote waste reduction and sustainable living practices.
    • Action: Students participate in a challenge to minimise their waste for a month, documenting their progress and sharing tips on reducing, reusing, and recycling.
  4. School Greening Project
    • Objective: Increase green spaces within the school environment.
    • Action: Plan and execute a project to plant trees and create gardens on school grounds. This could also involve setting up a composting system for organic waste.
  5. Water Conservation Workshop
    • Objective: Educate about the importance of conserving water in the context of climate change.
    • Action: Students research water-saving techniques and host workshops for their peers and community members, demonstrating practical ways to save water at home and at school.
  6. Eco-Friendly Transport Plan
    • Objective: Encourage the school community to reduce reliance on fossil fuel-powered transportation.
    • Action: Develop a plan promoting walking, biking, carpooling, and public transport. This could include organising a "walk to school" week or creating a carpooling board.
  7. Sustainable Eating Initiative
    • Objective: Explore the impact of food choices on the environment and promote sustainable eating habits.
    • Action: Students can research and present on the benefits of plant-based diets, seasonal eating, and local sourcing of food. They might also start a school vegetable garden.
  8. Climate Action Art Exhibit
    • Objective: Use art to convey messages about climate change and inspire action.
    • Action: Students create artworks (paintings, sculptures, digital art) that reflect themes of climate change, its effects, and solutions. The exhibit can be displayed at school or a community centre, accompanied by educational materials on how to take action against climate change.

These projects encourage students to engage with SDG 13 actively, enhancing their understanding of climate change and empowering them to contribute to global efforts in combating it. Each project can be adapted to the specific interests, resources, and context of the students and their community.


To support teachers teaching stages 2 and 3 with resources for SDG 13 (Climate Action), here are some valuable resources:

These resources can be integrated into the project ideas you’ve outlined to enhance students’ understanding of climate change and empower them to take action. Each resource offers unique approaches and materials that can be adapted to fit the specific needs of your classroom and support the implementation of the projects you’ve described.

Gamification Options πŸ‘Ύ

Implementing gamification in educational settings for students in Stages 2 and 3 can be a powerful method to engage them in learning about Sustainable Development Goal (SDG) 13: Climate Action.

Here are several gamification strategies tailored to inspire and educate young students about climate change and the importance of taking action.

  1. Climate Hero Quests
    • Application: Design a series of quests or missions where students perform tasks related to climate action, such as recycling projects, energy-saving challenges, or tree planting activities.
    • Reward System: Earn badges or points for each completed quest, unlocking new, more challenging levels or quests.
  2. Eco-Warrior League
    • Application: Create teams within the classroom or school that compete in eco-friendly challenges, fostering a sense of camaraderie and collective action.
    • Reward System: Teams earn points based on their environmental initiatives, with a leaderboard tracking the progress. Rewards can include a class trophy, extra recess time, or a feature in the school newsletter.
  3. Digital Sticker Collection
    • Application: For digital platforms or apps, students can earn digital stickers for their virtual sticker book by learning about different aspects of climate change and completing related activities.
    • Reward System: Completing a sticker book chapter (e.g., renewable energy, recycling, conservation) unlocks a special badge or an educational video reward.
  4. Carbon Footprint Tracker
    • Application: Introduce a simplified carbon footprint tracker for students to learn about the impact of everyday actions. They can log activities like walking to school, turning off unused lights, or reducing water use.
    • Reward System: Points are awarded for actions that reduce their carbon footprint, leading to rewards like a "Green Guardian" certificate or a class party.
  5. Sustainable City Builder
    • Application: Use a game or app that simulates building a sustainable city. Students make decisions on energy sources, transportation, and housing to reduce the city's carbon footprint while maintaining the happiness of its citizens.
    • Reward System: Successfully managing the city and making it more sustainable unlocks new levels, buildings, or features for their city.
  6. Eco-Challenge of the Week
    • Application: Each week, students face a new eco-challenge related to climate action, such as minimising waste, conserving energy, or learning about local flora and fauna.
    • Reward System: Completing weekly challenges earns students a spot on the "Eco-Heroes" board, and consistent participation could lead to a year-end "Eco-Warrior" award.
  7. Climate Action Storytelling
    • Application: Students create stories or comics that incorporate climate change themes, showing how heroes can combat climate change through smart decisions and actions.
    • Reward System: Stories can be shared with the class or school, with awards for creativity, impact, and presentation. This could also include a "Storyteller of the Month" feature.
  8. Interactive Climate Maps
    • Application: Using interactive maps or apps that show the impact of climate change around the world. Students complete tasks related to different regions, such as virtual tree planting in deforested areas or clean-up activities in polluted oceans.
    • Reward System: Completing tasks for each region earns tokens, which can be used to "adopt" an animal or plant in that area, with a certificate or digital badge as recognition.

By incorporating these gamification options into the curriculum, educators can make learning about SDG 13: Climate Action engaging and impactful for students in Stages 2 and 3, fostering a generation that is informed, motivated, and prepared to take action for the planet.


To support the gamification strategies, you’ve outlined for educating students about climate change, here are some resources that can be integrated into your curriculum:

These resources offer a variety of approaches to gamification, from digital games to board games, and can help make learning about climate action fun and engaging for students. They can be adapted to fit the specific needs and interests of your students, encouraging them to become active participants in combating climate change.

Curriculum alignment πŸ“

Aligning educational activities with Sustainable Development Goal 13 (SDG 13), "Climate Action," within the Australian and NSW curriculum for students in Stages Two and Three, involves integrating themes of understanding climate change, its impacts, mitigation strategies, and global cooperation. Here’s how these themes can be integrated across different subjects:

Australian Curriculum Alignment
Subject Area Content Descriptor Code(s) Content Descriptor SDG 13 Connection Example Activity
Mathematics ACMSP096, ACMSP118 (Stage 2) ACMSP144, ACMSP145 (Stage 3) Data Representation and Interpretation Calculating carbon footprints Students calculate the carbon footprint of daily activities and develop strategies to reduce it, presenting their findings through graphs.
Science ACSSU094 (Stage 2) ACSSU116 (Stage 3) Earth and Space Sciences Understanding climate systems and impacts Investigate the greenhouse effect, climate change causes, and effects on local ecosystems through experiments and research.
Technology ACTDIP020 (Stage 2) ACTDIP029 (Stage 3) Digital Technologies Developing climate action projects Design a website or app to track and encourage local climate action initiatives, focusing on sustainability and community involvement.
Humanities and Social Sciences (HASS) ACHASSK088 (Stage 2) ACHASSK139 (Stage 3) Geography Exploring environmental management and sustainability Research and present on the impact of climate change in different parts of the world and discuss adaptation and mitigation strategies.
English ACELT1609, ACELT1619 (Stage 2) ACELT1803, ACELT1610 (Stage 3) Literacy: Creating texts Communicating climate change awareness Write persuasive texts or speeches to raise awareness about climate change and advocate for actions to reduce its impact.
PDHPE ACPPS036 (Stage 2) ACPPS056 (Stage 3) Being healthy, safe, and active Promoting health and well-being in changing climates Discuss the importance of health and safety in extreme weather events, planning projects to improve community resilience.
NSW Curriculum Alignment
Subject Area Content Descriptor Code(s) Content Descriptor SDG 13 Connection Example Activity
Mathematics MA2-1WM, MA3-1WM Working Mathematically Analysing environmental data Engage students in projects to analyse local temperature changes over time, using data to discuss climate change impacts.
Science ST2-11LW, ST3-11LW The Living World Effects of climate change on biodiversity Explore how changing climates affect local wildlife and habitats, creating presentations on conservation efforts.
Technology T2.1, T3.1 Technology Mandatory Creating sustainable solutions Students can work on projects to design renewable energy solutions for the school, such as solar-powered devices.
Humanities and Social Sciences (HASS) GE2-1, GE3-1 Features of Places Global and local climate change impacts Research the effects of climate change globally and locally and propose actions communities can take to mitigate these impacts.
English EN2-2A, EN3-2A Objective: Compose texts Advocacy and informative writing on climate change Create a campaign, including posters and digital content, to educate and mobilize the school community on climate action.
PDHPE PD2-7, PD3-7 Active Lifestyle Community health in the context of climate change Discuss the importance of staying active and healthy in a changing climate, including preparing for extreme weather conditions.

Example Activities Explained:

  • Understanding Local Climate Change Impacts: Science classes can investigate local climate phenomena and their effects on ecosystems, encouraging critical thinking and understanding of global connections.
  • Reducing Carbon Footprints: In Mathematics, students calculate the carbon footprint associated with various activities, fostering awareness of personal contributions to climate change, and exploring reduction strategies.
  • Raising Climate Change Awareness: English activities might include creating persuasive texts or multimedia presentations aimed at educating and encouraging the community to take climate action, enhancing students' communication skills.
  • Exploring Sustainable Technologies: Through Technology, students engage in hands-on projects to design and implement simple renewable energy solutions, emphasizing innovation and practical applications of sustainable practices.
  • Promoting Health and Well-being: PDHPE discussions on health and safety in extreme weather conditions prepare students to understand and respond to the health implications of climate change, promoting resilience and preparedness.

These tables provide structured ways to integrate SDG 13 into both the Australian and NSW curriculums, ensuring students across various subjects engage with the critical issue of climate action. These activities aim to promote awareness, critical thinking, and active participation in addressing climate change.

Cross-Curricular collaboration πŸ–‡οΈ

Creating a cross-curricular program in the context of SDG 15 and biodiversity conservation involves collaboration among teachers from different subject areas. This interdisciplinary approach can enhance student learning by providing a more comprehensive and interconnected understanding of sustainability and biodiversity. Here's how teachers can work together in a cross-curricular program:

  1. Planning and Coordination:
    • Interdisciplinary Team Meetings: Regular meetings should be scheduled for teachers from different subjects (such as Science, Geography, PDHPE, English, and The Arts) to plan and coordinate their lessons.
    • Shared Goals and Outcomes: Identify common learning outcomes that connect different subjects to the theme of biodiversity and conservation. For example, understanding the impact of human activities on biodiversity can be a shared goal for Science and Geography.
  2. Curriculum Integration:
    • Science and Geography: Science teachers can focus on the biological aspects of biodiversity, such as ecosystems and species adaptation, while Geography teachers can explore how human activities impact biodiversity and sustainable land use.
    • English and The Arts: English teachers can integrate biodiversity themes through reading and writing projects, like researching endangered species or writing persuasive essays on conservation. Art teachers can encourage students to express their learning and ideas about biodiversity through various forms of art.
    • PDHPE: This subject can include content on how a healthy ecosystem contributes to human health and wellbeing, and how students can participate in sustainable practices.
  3. Joint Projects and Activities:
    • Collaborative Projects: Develop joint projects that require input from multiple disciplines. For example, a project where students design a sustainable garden or a conservation campaign can involve research (Science), understanding the impact on local communities (Geography), persuasive writing (English), and creating promotional materials (The Arts).
    • Field Trips and Experiential Learning: Organize field trips that are relevant to multiple subjects, such as visiting a nature reserve or a sustainable urban development.
  4. Professional Development and Sharing Resources:
    • Cross-Training Workshops: Offer workshops where teachers can learn about the intersections between their subjects and biodiversity conservation. This can foster a deeper understanding and better integration in their teaching.
    • Resource Sharing: Create a shared digital resource library where teachers can access and contribute lesson plans, activities, and multimedia resources related to biodiversity.
  5. Student-Centred Learning Approaches:
    • Project-Based Learning: Implement project-based learning where students work on extended projects that require applying knowledge and skills from multiple subjects.
    • Problem-Solving Tasks: Design tasks where students must apply concepts from different subjects to solve real-world problems related to biodiversity.
  6. Assessment and Reflection:
    • Integrated Assessments: Develop assessments that allow students to demonstrate their understanding and skills across different subject areas.
    • Reflective Practices: Encourage students to reflect on how their learning in different subjects contributes to their overall understanding of biodiversity and sustainability.

By working collaboratively, teachers can create a rich, multidimensional educational experience that not only aligns with curriculum standards but also deeply engages students in the vital topic of biodiversity conservation and sustainability.


From Idea to Impact

Program Overview

"From Idea to Impact" is a dynamic online course tailored for young innovators aged 10-18 years, aiming to transform budding ideas into actionable project plans. Leveraging the 'GPS Sentence' model, the course instils in students the foundational skills of project planning, including goal setting, problem identification, and solution formulation. Through interactive modules and the 'Project Canvas' tool, students are guided from conceptualization to the creation of a detailed project plan.

Outcomes for Young People and Adults

For Young People:

  • Develop the ability to generate and refine project ideas.
  • Learn structured goal-setting and problem-solving methodologies.
  • Gain insights into identifying stakeholders and gathering resources.
  • Acquire skills in measuring project success and understanding project management fundamentals.
  • Enhance presentation skills and the ability to collaborate andreceive feedback.

For Adults:

  • Build confidence in supporting youth in project planning.
  • Enhance their knowledge with additional resources and practical application exercises.
  • Foster a supportive environment for mentoring, offering clear evaluation tools.
  • Encourage practical application and mentorship, leading to recognition of efforts.

Curriculum Alignment

The course aligns with the Australian Curriculum across various stages and subjects, providing a structured approach to developing key competencies:

  • Empowering Idea Generation: Linked with Arts and Science codes, encouraging creative and scientific inquiry.
  • Structured Goal Planning and Stakeholder Awareness: Integrates Mathematics and HASS, focusing on problem-solving and global economic awareness.
  • Success Measurement and Project Management: Correlates with Science and Design and Technologies, emphasizing data analysis and project organization.
  • Project Canvas Development and Presentation Skills: Associated with Design and Technologies and English, fostering solution development and effective communication.

"From Idea to Impact" not only aligns with educational standards but also enriches student learning experiences by bridging theoretical knowledge with practical application, supporting both students and teachers in navigating the complexities of project planning and execution.

2. Catalyst Coaches

Program Overview

"Catalyst Coaches" is an innovative online course designed to empower educators with the knowledge and tools needed to guide students in creating impactful projects aligned with the Sustainable Development Goals (SDGs). The course covers foundational SDG knowledge, youth dynamics, project ideation, planning, facilitation of student-led projects, technology integration, impact assessment, and sharing successes.

Outcomes for Young People and Adults

For Educators:

  • Develop an understanding of the SDGs, learn strategies to facilitate youth-led projects effectively, and incorporate technology and media to enhance project visibility and impact.

For Students:

  • Through educator guidance, gain skills in project design and execution within the framework of the SDGs, enhancing their problem-solving, critical thinking, and teamwork abilities.

Curriculum Alignment

The course content is tailored to complement educational curriculums by embedding pedagogical insights with practical project-based learning tools. It aligns with key learning areas by fostering critical thinking, collaboration, digital literacy, and global citizenship among students, supporting educators to integrate these themes seamlessly into their teaching practices.

We respect and honour Aboriginal and Torres Strait Islander Elders past, present and future. We acknowledge the stories, traditions and living cultures of Aboriginal and Torres Strait Islander peoples on this land and commit to building a brighter future together.