Pedagogical-didactical concept

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SDGs and ESD

The Climate Action Week is based on the Education for Sustainable Development (ESD). "It empowers learners of all ages with the knowledge, skills, values and attitudes to address the interconnected global challenges we are facing, including climate change ..." — UNESCO Website on Education for Sustainable Development.

Education for Sustainable Development is recognized as an integral element of Sustainable Development Goal (SDG) 4 on quality education and a key enabler of all other SDGs, including climate action (SDG 13). The interlinked SDGs of the United Nations provide a shared blueprint for peace and prosperity for people and the planet, now and into the future.

SDG 1 SDG 2 SDG 3 SDG 4 SDG 5 SDG 6 SDG 7 SDG 8 SDG 9 SDG 10 SDG 11 SDG 12 SDG 13 SDG 14 SDG 15 SDG 16 SDG 17

Key competencies

The materials of the Climate Action Week take up the key competencies of the Orientation Framework of the Standing Conference of the Ministers of Education and Cultural Affairs of the Federal States in Germany (KMK), which were adopted by the plenum on June 11, 2015.

cognitive domain socio-emotional domain behavioural domain
1Information acquisition and processing 5Change of perspective and empathy 8Solidarity and shared responsibility
2Recognize diversity 6Critical reflection and opinion 9Understanding and conflict resolution
3Global change analysis 7Assessing development measures 10Capacity to act in global change
4Differentiation of action levels 11Participation and contribution

Learning objectives

The Climate Action Week share the same learning objectives of the UNESCO on climate action.

Cognitive learning objectives 1 The learner understands the greenhouse effect as a natural phenomenon caused by an insulating layer of greenhouse gases.
2 The learner understands the current climate change as an anthropogenic phenomenon resulting from the increased greenhouse gas emissions.
3 The learner knows which human activities – on a global, national, local and individual level – contribute most to climate change.
4 The learner knows about the main ecological, social, cultural and economic consequences of climate change locally, nationally and globally and understands how these can themselves become catalysing, reinforcing factors for climate change.
5 The learner knows about prevention, mitigation and adaptation strategies at different levels (global to individual) and for different contexts and their connections with disaster response and disaster risk reduction.
Socio-emotional learning objectives 6 The learner is able to explain ecosystem dynamics and the environmental, social, economic and ethical impact of climate change.
7 The learner is able to encourage others to protect the climate.
8 The learner is able to collaborate with others and to develop commonly agreed-upon strategies to deal with climate change.
9 The learner is able to understand their personal impact on the world’s climate, from a local to a global perspective.
10 The learner is able to recognize that the protection of the global climate is an essential task for everyone and that we need to completely re-evaluate our worldview and everyday behaviours in light of this.
Behavioural learning objectives 11 The learner is able to evaluate whether their private and job activities are climate friendly and – where not – to revise them.
12 The learner is able to act in favour of people threatened by climate change.
13 The learner is able to anticipate, estimate and assess the impact of personal, local and national decisions or activities on other people and world regions.
14 The learner is able to promote climate-protecting public policies.
15 The learner is able to support climate-friendly economic activities.

Terms

Learning Objectiv Domains
Cognitive, socio-emotional and behavioural domains
Key Competencies
Example: Collaboration competency: the abilities to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving.
Learning Objectives
Example: The learner understands the greenhouse effect as a natural phenomenon caused by an insulating layer of greenhouse gases.
Operationalizable Objectives
Describe behavior as clearly as possible by naming concrete, measurable, and thus observable operators. Example: Formulate their own positions on climate change.

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