Welcome

As global citizens, we have a responsibility to understand extreme poverty and the climate crisis and develop skills and attributes to affect change.

These skills and attributes include empathy, communication, collaboration, creativity, critical thinking and STEAM.

These key threads have been woven throughout the 20 lessons.

• The world is made up of diverse cultures and identities, and this is something worth maintaining.

• As global citizens, we are interconnected and interdependent.

• Global citizens can champion social justice, equity and human rights.

• Sustainable development, i.e. progress that meets today's needs without compromising the ability of future generations to meet their own needs, is both desirable and possible.

• The world needs changemakers who can address social problems through creative action.

• Access to safe water remains an issue for 2 billion people globally and should be addressed.

• Design thinking and the design process support changemaking.

• Fundraising for charities that have a positive and measurable impact on the lives of others is an effective means of changemaking.

Lesson Intentions

Students will:

• Familiarise themselves with the Makedo tools and connectors.

• Explore self-identity.

Success Criteria

Students can:

• Identify and use the Makedo tools and connectors.

• Identify various aspects that combine to form their identity.

Lesson Intentions

Students will:

• Explore similarities and differences between people.

• Explore the diversity of different cultures and societies.

• Consider why and how diversity should and can be celebrated. 

Success Criteria

Students can:

• Appreciate that a host of similarities and differences exist within their own class as well as with people from other cultures around the world.

• Provide reasons why diversity is important for a vibrant and productive society.

Lesson Intentions

Students will:

• Explore the nature of prejudice and discrimination.

• Introduce the idea of global citizenship.

• Consider the roles and responsibilities we have as global citizens.

Success Criteria

Students can:

• Explain the concepts of prejudice and discrimination.

• Understand the value of global citizenship and identify ways of acting as a global citizen.

Lesson Intentions

Students will:

• Explore the concept of collaboration.

• Appreciate the value and benefits of collaboration.

Success Criteria

Students can:

• Work productively and collaboratively with other students.

• Develop collaboration skills such as communication and problem-solving.

Lesson Intentions

Students will:

• Explore global interconnectedness and interdependence.

• Investigate global supply chains.

Success Criteria

Students can:

• Acknowledge and appreciate the interconnected and interdependent nature of our lives, citing examples from the production of everyday items as examples.

• Identify other ways that people around the world are connected.

Lesson Intentions

Students will:

• Explore how local action affects the wider world.

• Enhance their collaboration, critical thinking and problem-solving skills.

Success Criteria

Students can:

• Collaborate with classmates developing use of effective communication, critical thinking and problem-solving skills.

• Draw upon the interconnectedness of the squares creating a windball as an example of people working globally towards a common goal. 

Lesson Intentions

Students will:

• Consider the idea of fairness.

• Explore the uneven distribution of resources in the world.

Success Criteria

Students can:

• Identify examples of lack of fairness in their world and globally.

• Explain resource inequality.

• Identify people who may be more affected by resource inequality than others.

Lesson Intentions

Students will:

• Consider needs versus wants.

• Understand the difference between equality and equity.

• Explore the variables that affect access to basic needs. 

Success Criteria

Students can:

• Explain the difference between a need and a want with examples.

• Explain the difference between equality and equity.

• Identify some variables such as healthcare and education that impact access of different people to have their basic needs met.

Lesson Intentions

Students will:

• Be introduced to The United Nations.

• Understand the basis of The United Nations Convention on The Rights of the Child.

• Consider the challenges facing people and our planet.

Success Criteria

Students can:

• Explain what The United Nations is and why it is important.

• Explain the significance of The United Nations Convention on The Rights of the Child.

• Identify several challenges facing our planet today, such as climate change.

Lesson Intentions

Students will:

• Consider the challenges facing people and our planet.

• Explore the UN’s Sustainable Development Goals.

Success Criteria

Students can:

• Identify some prominent issues facing people and the planet such as poverty and climate change.

• Explain what sustainable development is.

• Identify some of the UN’s Sustainable Development Goals.

Lesson Intentions

Students will:

• Explore the ways that we use water.

• Investigate the daily amount of water used.

• Understand the biological effects of inadequate water consumption.

Success Criteria

Students can:

• Identify several ways that they use water in their daily life.

• Estimate the amount of water they use daily using online calculators.

• Briefly explain some negative impacts of inadequate water consumption.

Lesson Intentions

Students will:

• Understand that many people do not have easy access to safe water.

• Understand why contaminated water is unsafe for human consumption.

• Explore the effects of contaminated water on communities (physiological and biological).

• Explore SDG 6.

• Recognise that there is an unequal global distribution of water.

Success Criteria

Students can:

• Appreciate that not all people have access to safe water.

• Identify some of the physiological impacts of drinking contaminated water.

• Consider the impacts, beyond just physical, of contaminated water and limited access to water.

• Identify what SDG 6 is and why it is important.

• Acknowledge the differing access to water around the world.

Lesson Intentions

Students will:

• Deepen their understanding of limited access to safe water.

• Explore some of the diseases contracted by humans who drink unsafe water.

• Investigate Uganda, Kenya and Malawi; the countries that Evidence Action supplies with safe water.

Success Criteria

Students can:

• Appreciate how far some people must travel to access safe water.

• Identify some diseases that can be contracted from unsafe water consumption, such as cholera.

• Name some facts about Uganda, Kenya and Malawi.

Lesson Intentions

Students will:

• Recognise that the composition of water varies. 

• Test water quality for safe consumption following the scientific method.

Success Criteria

Students can:

• Conduct an experiment following the scientific method.

• Deduce from the results of the experiment that the quality of water differs between samples.

• Identify using specific parameters which water is safe/unsafe.

Lesson Intentions

Students will:

• Explore changemakers and changemaking.

• Recognise that anyone, anywhere can be a changemaker. 

• Explore vehicles for changemaking.

Success Criteria

Students can:

• Explain what a changemaker is, some examples of changemakers, and why changemaking is valuable.

• Name some vehicles for changemaking.

Lesson Intentions

Students can:

• Recognise that several not-for-profit organisations are working towards achieving SDG 6.

• Explore the work of not-for-profit Evidence Action.

• Use fundraising for Evidence Action as a vehicle for change 

Success Criteria

Students will:

• Identify Evidence Action as one of many organisations supporting the achievement of SDG 6.

• Explain how Evidence Action’s Dispensers for Safe Water program works to support communities to access safe water.

• Identify how they could support Evidence Action’s work.

Lesson Intentions

Students will:

• Explore the Design Thinking Process.

• Understand that Design Thinking can be used for altruistic purposes.

Success Criteria

Students can:

• Identify some components of the Design Thinking Process.

• Provide an example of how the Design Thinking Process could be used in different professions and to support changemaking.

Learning Intentions

Students can:

• Apply the Design Thinking Process to a STEAM challenge.

Success Criteria

Students will:

• Use the steps of the Design Thinking Process to create a vehicle for addressing SDG 6.

Lesson Intentions

Students will:

• Consolidate their learning from the Makedo Change program.

• Create a method of sharing the key learnings from Makedo Change with others.

Success Criteria

Students can:

• Reflect on the immense learning, growth and impact that they have experienced throughout the program.

• Plan and share key aspects of the program with others.