Working with the UN SDGs

Introduction

This toolkit brings together activities, which use the UN Sustainable Development Goals to generate discussion, encourage team working, fosters value-creation and sense making. Whether you are familiar with the UN SDGs or this is your first time using them there is an option that you can try. 

This activity allows participants to question what they value and the impact they could have by making or driving change. Encourage thinking which considers the global picture (e.g. food miles).

How to

Participants collect three SDG cards per group (or provide these at random). They must decide amongst the group, which SDG they value the most and what they can actually change in their daily lives. Starter questions:

1. What do I know about this SDG?
2. How relevant is it to me?
3. Why was this defined as a goal?
4. What are the outcomes if the goal is not met?
5. How can I make a difference?

Order the SDGs given by personal value, work to agree on one highly valued SDG. Be ready at the end to summarise your group decision.

Note - value is subjective and a discussion point; current personal value, context of employment, future value etc.

Resources

A mood-board/flipchart paper for the collation of ideas. Ranking of value of the SDGs could use a scoring system/notes – paper or digital.

Timing

Flexible from 15 - 45 minutes, depending on whether feeding back to other groups.

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Points based game to consider all the SDGs and how they might be linked or grouped. Facilitator to provide the initial idea/concept related to a relevant/meaningful subject/problem.

How to

Process mapping activities. Points-based game, the facilitator gives participants the concept or problem related to their studies/of interest to them (discipline specific or general if mixed disciplines). Groups map SDGs onto or round this using a large sheet of paper (like a mind map/spider diagram).

Draw connector lines between the SDGs and linking information – brief notes/drawings. Groups then share their interpretations of the same idea; facilitators award points for cohesive connections.  Facilitator to keep the groups to time and encourage broad base thinking.

Resources

Large sheet of paper (flipchart size or A2/A1 size) to map and connect the SDGs. Pens/pencils, sticky-tack.
Alternatively use white/blackboards and draw the SDG symbols and connectors or stick on with sticky-tack/tape. Access to UN SDG web pages can help groups develop connections.

Timing

1 hour ideas generation and decision-making.
15 minutes to prepare the key points to pitch.
30 minutes for groups to pitch to each other and have discussion.

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This is a relaxed and creative activity, which encourages divergent thinking and use of drawing or building to create a more informal approach.

How to

Participants sort into groups by picking from a bag, or dealt a:

• coloured Lego® block
• group number
• SDG icon

To manage group diversity and equity then a facilitator can allocate people to groups. Choose your range of SDGs according to the participant range they suit (topic).

Provide a scenario or starter idea for the groups and get them to work in their teams to generate ideas and suggestions for what they could contribute towards achieving the SDG.  Use divergent thinking; anything is possible, infinite finance etc. then focus on fewer ‘divergent ideas’. As the ideas start to converge to one idea or concept, encourage them to start building or drawing a metaphor (visual representation).

Optional concluding activity: they can either present back to the facilitator/another group/all groups using the build/drawing as a prop, or the ‘prop’ (drawing/build) can be displayed with the SDG card and other groups ask questions to work out how the prop relates to the SDG.

Resources

Assortment of Lego®/Play-doh® or plasticine /pens /pencils and papers or similar

Timing

Flexible from 45 min – 1.5 hour including feeding back or using display and question to other groups.

Virtual/remote

The display and question approach works well here; participants can use the chat/Q+A function to post questions and the team members can reply direct to the question on chat or verbally.

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This tool considers how artificial intelligence (AI) and social media can influence decisions and perceptions.

How to

Facilitator should set the boundaries for the session based on search parameters. For example type of information searched for, reputable websites which are age-appropriate to the participants.

Participants should think in terms of the community, regional, national and international contexts. Choose an SDG per group and find out what is online already (start with the recommended UN SDGs website), then diverge. Online research determines which type of digital approach would raise the profile of the SDGs for the demographic of the participants.
This session is similar to a context/global-café style activity, to present back an overview about the most impactful initiatives.

Questions posed:

• Can AI and social media be utilised to promote and enhance the rate of action for achieving SDGs?
• What can a web-search tell us about what is currently happening around an SDG
• How do we know the information it is reliable
• What information should be disseminated and in what format (discussion points)
• Which tools/sites seem to give the most traction in terms of ‘likes/reposts’ in a positive way
  (speed-searching resources in the session).

Resources

Requires access to Wi-Fi for researching examples (snip and paste information for a memory board; digital capability)

Note: Be aware of cultural sensitivities and observe appropriate space for freedom of speech whilst maintaining respect for opinions. Useful to raise awareness of the flaws in information in AI generated searches and the impact of algorithms in diverting/influencing search results in social media.

Timing

2 hours total.
The first 30 minutes establishes the approach to online searching and considers some of the questions above.
The  next 30 - 60 minutes analyses what is found and determines which social media tools would promote and influence action towards achieving the SDG, and why.
Summary 30 minutes; findings, conclusions and discussion about recognising fake/AI generated news.

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Role-play activity for ethics, logistics, and understanding whereby participants take on different roles to consider an SDG. Useful for positioning participants to the mind-set of a customer or stakeholder (profit, cost, jobs, geography etc.), rather than on the side of their personal values and beliefs. Understanding/seeing things from a different perspective allows greater objectivity.

How to

Each group is allocated or picks an SDG. Use the ‘think, pair, share’ approach to come up with problems or issue related to the SDG that affects your region or country (location you are taking part).

Once you have identified one issue to work on, then consider who all the ‘stakeholders’ are around making a change to achieve the SDG; for example; government, wildlife conservation, educators, children, farmers, fishermen/women, energy companies, healthcare providers, religious leaders, manufacturers etc. Select or allocate a role per person or in pairs and use ‘think, pair, share’ again to work on your arguments for or against taking action on the SDG.

Encourage use of SWOT (strengths, weaknesses, opportunities and threats) in the four square grid where different roles can plot key points for or against. Alternatively, you can use PESTEL headings (Political, Economic, Social, Technological, Environmental, Legal) to record key points. Each pair should come up with a few key points around their stakeholder and the effect that tackling the SDG issue would have upon them/their area.

Resources

Paper for recording SWOT / PESTEL, or electronic devices/boards. Facilitator to keep the groups to time and manage the pitches and debate. Access to online resources (use AI to question understanding) and access to UN SDG info etc.

Note: Be aware of cultural sensitivities and observe appropriate space for freedom of speech whilst maintaining respect for opinions. Some people may find the negotiation and discussion elements difficult so facilitators may need to ensure that every person is heard. 

Timing

1 - 1.5 hours total.
15 - 20 minutes to ‘think, pair, share’.
5 - 10 minutes to select roles.
20 - 30 minutes to prepare and question with AI the key points of your position. 
20 - 30 minutes to record key points as SWOT/PESTEL and feedback your stakeholder position about what impact would/could happen if progress was made on that SDG regionally.

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This option encourages broader viewpoints and logistics to be considered. Pitch your case for impact – who, how, timescale, knock-on effects.

How to

Scenario if you had £1-million (or other amount) and could fund an SDG related initiative at your institution (school, college, University, workplace etc.), which SDG would you choose and how would/could you spend the money? Use a plot of Value and Impact to decide between SDGs; how can they be ‘measured’?

Different groups will then briefly, elevator pitch why their use of funds would be most beneficial; groups can debate each other’s ideas. A ‘finance team’ (of facilitators) who authorises spend would decide which concept offered the best ‘value and impact’.

Resources

Paper/ electronic devices/boards to collate ideas and suggestions. Facilitator to keep the groups to time and manage the pitches and debate. Access to online resources (organisational structure, UN SDG info etc.)

Timing

1.5 hours total
45 minutes ideas generation and decision-making.
15 minutes to prepare the key points to pitch.
30 minutes for groups to pitch to each other and to the ‘finance team’ and have discussion.

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A fast moving and collaborative activity to plot different angles and aspects of an SDG based issue. Getting as much information onto paper/screen as possible then pulling out the key points and a strategy.

How to

Choose your range of SDGs according to the participants’ background and context. Participants sort into groups by choosing which SDG to work on, facilitator may need to manage group numbers.

Give the teams a boundary/framework to work within; demographic of population, geographical region, sector of society etc. so the task is more focused. Encourage divergent thinking to amass breadth of ideas, from these, focus in on one task then use a deep dive approach to develop direction and solutions.

Teams can give elevator pitch feedback on the SDG, the boundary, direction and strategy.  

Resources

Business Model Canvas (if using) on paper or digitally, or use PESTEL (Political, Economic, Social, Technological, Environmental, Legal) with headings to collate information. Can use paper or electronic, shareable editable slide/workbook.

Timing

Flexible from 45 min – 1.5 hours depending on depth of investigation and whether the session outputs will be used later (in which case spend longer on this).
15-minute chunks of activity keeps teams motivated and on-task, with facilitators keeping up the momentum of idea generation and writing down.

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The ambitious target of achieving the UN SDGs by 2030 is getting closer. This task encourages discussion of priorities and conflicts. Are the goals achievable? Which are closest to success, which are falling behind? Order the SDGs in terms of which are we closest to achieving, or the order of importance to their culture/home/current place of work/education.

How to

In pairs or teams, consider the SDGs in turn and initially order by  which are well progressed and which are further behind. Consider how these are measured; Gross Domestic Product, carbon footprint, jobs, safety and wellbeing, environmental measures etc.

Next discuss these in more depth; what initiatives are you aware of that are making a difference (refer to the case studies and information available on the UN SDGs website for more information). Place the SDGs are into order of most to least progressed, consider what pledges might be needed to achieve the goals; think in terms of your geographical location currently, or your home country.

Compare the icon orders of different groups; are they similar or varied? How do the pledges/call to actions differ?

Resources

Large tables or a flat space to spread the goals in a line. Paper to record ideas and pledges. Access to the internet to research the UN SDGs website and relevant information.

Timing

1.5 hours total.
15 minutes initial discussions and provisional ordering of cards.
30 minutes deeper research and deciding the final order of cards.
30 minutes to come up with pledges or call to action for the SDGs falling short of reaching target.
15 minutes comparing different groups’ journeys and pledges

Virtual

Use the SDGs ‘icons on a slide’ set, re-order the icons. Compare by screen-share

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Quick game-based awareness raising activity. Using all the SDG cards, can you produce a a tree pattern by linking the SDGs together? Grouping the SDGs by activity/influence; how can one initiative impact another (e.g. SDG4 Quality Education leading to SDG8 Decent Work and Economic Growth).

How to

Works best in pairs or small groups. Each has a set of SDG cards, use the descriptors in case participants are unsure. Aim to lay out all the cards in a pattern that links one to another (or more). For example SDG4 is Quality Education, this could link to SDG8 Decent Work and Economic Growth.

There can be several branches or split paths from one SDG and you can add linker lines too. Compare each other’s patterns, see where you agreed, and discuss why they were linked (where they differ).

Resources

Set of SDG cards, space to lay them out (table or floor). Or, large paper to draw the SDGs and links. List of SDGs to refer to (paper or online).

Timing

15 -30 minutes including time to compare other groups.

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Quick game-based awareness raising activity. Participants do online research to come up with facts posed as questions to other participants. Concludes with the mini-quiz.

How to

Each group gets two different SDGs, they must come up with three multiple-choice questions (with three possible answers) around each SDG. First, write down interesting facts and statistics about these SDGs. Research using internet sources; e.g. SDG6 ‘what proportion of the world has access to clean water?’ Give three answer options (A, B, C).

Once teams have six questions ready, they let the facilitator know which letter answers correspond to which SDG; facilitator records this on the Master answer sheet. 

Teams will be given an answer sheet, they will ask their questions to the other teams, and record their answers to other questions. Teams will swap answer sheets to mark the right answers, with the facilitator reading the right answers out.

Resources

Set of SDG cards, access to online resources or limited printed materials relevant to SDGs. Computer and paper.  Answer sheet to fill out (or write SDGs 1-17), Master answer sheet for the facilitator.

Timing

1 - 1.5 hours
45 minutes research and notetaking
15 minutes designing questions
15 - 30 minutes quiz, and marking of quiz.

Virtual

Participants come back together for the quiz (giving the facilitator their SDG answers via private chat message, or when marking they read out the right answer.

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Brainstorm an SDG initiative over a set time, participants are set a provocation around an SDG and need to develop a short (two minute) recorded/live pitch presentation outlining:

• What the SDG is;
• What the item they are addressing is,
• What they need (funding/resources to achieve it).

Facilitators and attendees can ask questions.

How to

Facilitator explains the concept of crowdfunding; a large sum of funding achieved by multiple small investors, either with/without financial/non-monetary return.  Several layout options: t give each group the same SDG (for three or less groups), or spread multiple SDGs with three groups working on each SDG. Groups are set a provocation/context for their SDG; e.g. technology/education environment, food packaging etc. depending on the SDG.

They research their SDG and provocation area to form a base of understanding. Then develop an idea that they can pitch for crowdfunding. Groups present their crowdfunding pitch back with max five slides/sheets over two minutes addressing these criteria:

1. What the pain/problem is with the SDG and that provocation
2. Who this affects and how
3. What the call to action/approach would be
4. What the money would be used to achieve
5. What the impact could be

Other teams will rate each other’s pitches according to the criteria above. Each group has 10 credits to invest; they decide how to use them (they cannot self-fund and may invest all in one team or split across teams); done either manually or digital funding (voting).  

Resources

Set of SDG cards, access to internet for research. Projection capability if using slides. Credits; could be sweets/matchsticks/paperclips, or digital voting (requires setting up of the form and knowing group names etc.)

Timing

2 hours
15 minutes introduction by facilitator and scene setting
45 minutes research and understanding phase
15 minutes preparation of slides and practising content
30 crowdfund pitching and allocating ‘funds’
15 minute debrief  and awarding of ‘funds’

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Creative task to encourage participants to connect the SDGs visually. Outcomes include seeing which are the outliers/least cohesive SDGs, plus an awareness of the value they hold.

How to

Print a colour copy of the SDG colour wheel onto paper (A4 size), and stick with glue onto firm card; cut out white middle circle area. Write the SDG numbers onto each SDG segment then pierce a hole into each segment.

Starting at SDG 1, use sticky tape on the back to secure the end of the string. Ask participants to come up with an idea that will benefit that SDG and link to another SDG. Join the SDGs by looping the string through the SDG segment hole. Note down each ‘move’ with how you got there. Keep going until all of the SDGs have been linked (you can use the same ones more than once).

Each group will have a different ‘pattern’ goal-catcher and some may have areas in common. You can do this digitally as well by adding lines to a digital SDG wheel.

Resources

SDG wheel printed, string or thread, scissors, hole-punch (or pencil to poke a hole), sticky tape. List of SDGs to refer to, paper/digital device to take notes on.

Timing

30 - 45 minutes total including time to compare goal-catchers.

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Rather than points for common actions, can you find a novel way to address an SDG? Similar to a game called Pointless (where the least common answer wins); can you come up with an idea no other group has thought of?

How to

Set as a challenge; choose one SDG for everyone to work on (facilitator can set boundaries e.g. ethical, geographical, financial, topic  etc.). Split participants into teams and encourage radical and divergent thinking; use pair, share, discuss to come up with a list of radical ideas for taking action on the SDG: E.g. SDG7 – Affordable and clean energy: ‘All new houses must have either solar, wind or ground-source energy generating technology built in’.  

Each team selects their top ten (or less) radical ideas to list back to the full cohort; swap sheets so these are marked independently. Teams take it in turn to read out the ideas. The ‘winning’ group is the one with the most ideas that are novel/innovative (no other groups have).

Facilitator can moderate; if tied then the most innovative/radical suggestion wins.

Resources

Paper for ideas and making the final list of ideas.

Timing

1 hour

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This task works well in multidisciplinary groups and encourages convergent thinking to find commonality across subjects.

How to

Facilitator must select SDGs that are ‘neutral’ as in not closely aligned with the backgrounds of any the participants to prevent any advantage. In small groups participants must write down what they already understand about the SDG (and what they do not know). Think what they consider to be the biggest threat to achieving the goal by 2030, and what one idea they could suggest to improve the trajectory.

Groups that have the same SDG feedback to each other, and see what common concepts and understanding they had, but also what they needed to understand in more depth.

Resources

SDGs, paper or electronic method of collation of information.

Timing

45 minutes

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This task focuses on a specific demographic/area/other circumstance aligned with an SDG and what barriers there may be in making progressing towards the goal. Teams can work on different parts then feedback to give the full picture.

How to

Facilitator to introduce the concept for considering. Concepts which align closely to the curriculum or area of work which would help participants in preparing for an assignment/project work well to increase the level of contribution and depth of analysis.

Determine your context e.g. geographic region/group or population/demographic for each team to develop. Options for all groups to work on the same concept or split a concept into smaller components (to build the full picture at the end).

Things to discuss:

• What are the barriers to achieving the SDG?
• Who are key stakeholders in making change?
• What resources are missing which could make a difference?
• What economic benefit could/would there be of making positive change?
• What benefit in terms of human or environmental shift could arise?

Apply PESTEL (political, economic, social, technological, environmental and legal) to the SDG to identify barriers and enablers. Think about lived experience and privilege with regard to what is possible and why things may have stayed the same. Question how change can be encouraged/embraced.

Resources

Pre-reading or preparation so participants can investigate the SDG more effectively. PESTEL table (can be a whole cohort one where each group contributes part of it).

Timing

1.5 hours total
15 minutes introduction to the concept and SDG, and allocation of area/context
45 minutes work in smaller groups on key areas
30 minutes summarising key points and contributing back to the PESTEL

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This task allows pairs of participants to question what they know about SDGs using six questions (which may change according to the group or direction of activity).

How to

Facilitator splits participants into groups and pairs (three pairs of participants per SDG). Using the SDG wheel as your ‘board’ the group (or pairs) work their way round the goals. At each SDG, throw the dice or use a spinning wheel (numbered 1-6 relating to the question list below), start at SDG1 (top of wheel), answering the question of that number per ‘turn’. Instead of the SDG wheel you could use the SDG icon cards.

1. What could I do to make a difference?
2. Name a country where this SDG needs to be tackled and why?
3. What is the biggest distractor/inhibitor for achieving this SDG by 2030?
4. What needs to change on a national level to make change?
5. What influence could social media have on tackling this SDG?
6. What is a quick-win/change of mind-set that could happen at a community level?

Each pair briefly discusses the SDG and the question and writes down their best brief answer. Pairs then feed this back to each other and the facilitator collates the answers per SDG.

The session concludes with bringing the answers together and collating what the ‘best answer’ per group was for each SDG. This can be done verbally, or electronically collated using the format for display: SDG subheading, Question number, best answer.  Participants can reflect upon which SDGs they felt less confident addressing, and which they more knowledgeable with

Resources

You will need dice or spinning wheels (six numbers). A copy of the SDG wheel or a set of the SDG cards, or digital display of the SDGs. Participants need paper/electronic devices to record their answers and the facilitator needs to collate the full list of answers

Timing

1 – 1.5 hours total
5 - 10 minutes introduction and allocation of board game groups (allocate or self-select pairs)
45 - 60 minutes playing the game.
10 – 20 minutes concluding and discussion.

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This is an educational task to question what is being delivered with regard to SDGs and content, how to raise the awareness of, or incorporate the SDGs more effectively into programme module content. This can be used in a strategic planning context.

Mapping

With a copy of your module/unit overview/outline form/strategy document, how many of the goals can you map to the different areas/topics? Ask questions of facilitators as to content if you are unsure unfamiliar with topics. What can be done to better highlight the SDGs in the learning further?

How to

First decide if all the SDGs are relevant to the course; prepare a list of essential and desirable SDGs (which you should have already or plan to embed).

Take a bi-directional approach to overview mapping; ask your students/pupils/staff to skim through the teaching materials and learning/ or documents they have received. Highlight where they could spot SDGs or themes linked to them. Likewise approach this from a programme overview/strategic planning perspective on documents that cover the course or programme and highlighting where SDG components are explicit; e.g. SDG6 – Clean water and sanitation: bioremediation of contaminated water.

Next, consider the terminology that is currently used; can you align this with the SDGs better? By aligning core documents and learning with the SDGs, this raises awareness and ownership of change.

Resources

List of SDGs, relevant documents or materials from the course/process (paper or digital). 

Timing

Open-ended/ongoing review; this task requires a lot of reading so could be part of an away day or half-day session, but the summative session should take 1 - 2 hours. 

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