CONTEXT In 2015, the United Nations approved the 2030 Agenda establishing “17 Sustainable Development Goals (SDGs)”. On the other hand, the EU proposes a clear vocation for deep changes in the consumer society towards global sustainable societies. To this end, the Commission has included the SDGs in the “Ten Policies 2019/24”. In 2016, the European Commission established its strategic approach to implement the 2030 Agenda, including the SDGs. The area of the SDGs can be an engine of systemic change in the school allowing synergies to be obtained with other actions at local and regional level that allows obtaining multiplier effects on the obtained results. However, all the schools already have been working with actions in the social and environmental fields, such as the coordinator who has ISO 9001: 2015 and is in the process to obtain a label of social responsibility, although they want to provide the association with standardized schedule of actions to comply with the SDGs within the context of each participating school. The innovative elements of the proposal are: the work on SDGs in a cross-sectional way in towns placed some faraway from the others, activities using active methodologies are carried out and the expected results are consolidated over time with Sustainability Plans and curricular changes. OBJECTIVES 1.-Raise awareness about the need of change in our social model towards more sustainable aspects. 2.-Carry out actions at the local level that make it possible to prove the potential of change. 3.- Establish sustainable collaboration agreements over time between schools and other business and social entities. 4.-Prepare a sustainability plan for schools taking as a reference the Sustainable Development Goals. Participants Teachers, families and students of Secondary Education with ages between 15 and 17 years will take part in the project. The students attending to the meetings will act as ambassadors to disseminate the results of the meeting to the students coordinating, together with the teaching staff, the activities to be carried out later. During the week of the meeting there will be a parallel program of activities related to the project that will be implemented in other groups of students to guarantee the extension of the project results. It is also expected to involve most of the students of the schools. We also have an important role for both Public Administrations, NGOs and entities that collaborate in the achievement of the SDGs. EXPECTED RESULTS 1.-Elaboration of 5 learning Units using ABP methodologies, Visual Thought, Design Thought, Inverted Classes and Learning and Service. 2.-Inclusion of the SDGs in the curriculum of each school. 3.-Use of applications that provide information on the degree of compliance with the SDGs. 4.-Open exhibitions to citizens. 5.-Creation of a website and eTwinning space. 6.-Creation of an electronic book for use on open source digital platforms. 7.-Workshops for teachers and families. 8.-Provide materials for key competences. PLANNED ACTIVITIES 5 meetings are held with the following titles: 1.- Commitment to the environment. 2.- Commitment to society. 3.- Commitment to development. 4.- Commitment to natural resources. 5.- Commitment to the future. METHODOLOGY All the activities consist on three parts and different actions in each of the parts: preliminary study, analysis and performance. During the previous time to the activity, the different analysis activities will be carried out in the different schools, using Twinspace that has been created. During the meeting, the analysis part will be worked on, presenting the different countries the conclusions that they have obtained from the previous phase, the action part will be designed and mechanisms will be established to monitor these actions after the meeting. The activities they must carry out will be part of the strategic planning of each of the partner schools, thus guaranteeing their inclusion in their curricular activity. IMPACT 1.- Strengthen commitment and participation. 2.-Increase awareness of the importance of achieving the SDGs. 3-Promote the acquisition of key skills. 4.- Value the importance of diversity and collaborative work. 5.- Modifications of behaviour for families relating to SDGs. LONG-TERM BENEFITS If systemic changes are included in the curriculum of the participating schools, innovative material will be available to work with the SDGs at medium time and a Sustainability Plan will also be carried out in each participating school.
CONTEXT In 2015 the United Nations approved the 2030 Agenda establishing “17 Sustainable Development Goals (SDGs)”. On the other hand, the EU proposes a clear vocation for profound changes in the consumer society towards global sustainable societies. To this end, the Commission has included the SDGs in the “Ten priorities 2019/24”. In 2016, the European Commission presented its strategic approach to the implementation of the 2030 Agenda, including the SDGs. The scope of the SDGs can be a driver of systemic change in the center that allows synergies to be obtained with other actions at the local and regional level that allow for multiplier effects in the results obtained. However, all the centers are already working with social and environmental actions, such as the coordinator who has ISO 9001:2015 and is in the process of obtaining a social responsibility seal, although it is desired to provide the association with standardized planning. of actions to guarantee compliance with the SDGs within the context of each participating center. The innovative elements of the proposal are: the work of the SDGs in a transversal way in populations very far from each other, activities will be carried out with active methodologies and the expected results will be consolidated over time with Sustainability Plans and curricular changes. GOALS 1.-Raise awareness about the need to change our social model towards more sustainable aspects. 2.-Carry out local actions that demonstrate the potential for change. 3.-Establish sustainable collaboration agreements over time between schools and other business and social entities. 4.-Prepare a Sustainability Plan for schools taking the Sustainable Development Goals as a reference. 'All the previous objectives have been worked transversally through the 5 teaching units carried out. PARTICIPANTS Teachers, families and students between 15 and 17 years old have participated in the project. In fact, as planned, the students who attended the meetings held became ambassadors in order to be able to disseminate the results of each meeting in each center. In all the meetings, a parallel program of activities related to the theme planned for each of them was also carried out. Finally, various public organizations and NGOs have also collaborated. EXPECTED RESULTS 1.-Development of 5 teaching units using PBL, Visual Thinking, Design Thinking, Flipped Classroom and Learning and Service methodologies. 2.-Inclusion of the SDGs in the curriculum of each center. 3.-Use of APPs that provide information on the degree of compliance with the SDGs. 4.-Exhibition open to citizens. 5.-Creation of a website and Etwinning space. 6.-Creation of an e-book for use on open source digital platforms. 7.-Workshops for teachers and families. 8.-Provide materials to reinforce key skills. PERFORMED ACTIVITIES 5 meetings have been held with the following theme: 1.- Commitment to the environment. 2.- Commitment to society. 3.- Commitment to development. 4.- Commitment to natural resources. 5.- Commitment to the future. METHODOLOGY All activities have been designed taking into account the following sections: prior study, analysis and action. During the time prior to the activity, previous analysis activities have been worked on in the different centers, using the Twinspace that was created. During the meeting, the analysis part was worked on, with the different countries presenting the conclusions they had reached in the previous phase, the action part was designed and the mechanisms were established to monitor these actions after each meeting. Finally, the activities carried out have contributed to improving the strategic planning of each of the Association's centers, improving their curricular focus. IMPACT It is considered that, as planned, the project has achieved the following impact actions: 1.- Strengthen commitment and participation. 2.-Increase awareness about the importance of achieving the SDGs. 3- Promote the acquisition of key skills. 4.- Value the importance of diversity and collaborative work. 5.- Behavioral modifications of families in relation to the SDGs. LONG TERM BENEFITS Among the long-term benefits, it is considered that the results obtained will allow all the centers involved to have innovative material and to be able to develop a sustainability plan.