Grade 10 Inquiry into the Sustainable Development Goals

Grade 10 are currently presenting the work they've done during their inquiry into the UN Sustainable Development Goals (SDGs), with the outcome of the inquiry being a sustainable, actionable solution to a local issue (which is also a world-wide issue related to SDGs).

The context for the unit of inquiry was to develop an understanding of the impact of the linear economy globally, and to consider how the UN SDGs can overcome global issues, within a local context, with students carrying out personalised inquiries and creating sustainable solutions and action. This inquiry ties in with the transition of Grade 10 to the IB Diploma and High School programme in two ways: to mirror an inquiry into the UN SDGs as per the Environmental Systems and Societies Internal Assessment and to engage students in Creativity, Activity and Service (CAS) experiences, building a foundation for continued action in Grade 11 and Grade 12.

The unit of inquiry began with guest speakers from within the AISM community. Niall Tierney spoke about the history of the UN SDGs and his own involvement in developing them and implementing them. Florentine Bourdeaux spoke about the application of a circular economic model of industrial production in Maputo at the Beluluane Industrial Park, working on transforming the park into an eco-industrial park. Colleen Fletcher and Jasmine Howell spoke about the importance of sustainable action (economic, social, environmental), based on indigenous knowledge bearers, the Compass Model and spheres of influence.

Here are a few examples of the presentations the students have put together.

Ashutosh and Arvind's work focuses on sustainable, affordable water filtration systems for the local community in order to promote Clean Water and Sanitation (SDG6) and to counter the use of single-use plastic and climate change:

Sanjana, Saira, Maria Clara and Georgia's work focuses on making organic hand sanitizer to support the Health and Well-Being (SDG 3) and Clean Water and Sanitation (SDG 6) of a local school in order, ultimately, to influence Quality Education (SDG 4): 

             

Margret's work focused on Clean Water and Sanitation (SDG 6) and ensuring sustainable management of water and sanitation for all, with a focus on Mozambique:

Madeleine's work focused on seeing if solar paint is a plausible innovation to develop Affordable and Clean Energy (SDG 7):