Sustainability
QNV 2030: Human Development 
Resource Plan
SDG 4: Quality Education
9 - 10 years
Language(s), Visual Arts
Overarching Goal(s)
- To equip learners with the knowledge, skills, motivation and understanding to demonstrate the importance of Glocalization as a sustainable model for learning.
- To inspire students to act sustainably from both local and global perspectives.
Learning Outcomes
- Learners describe, explain, and interpret the characteristics, structures and interactions of a theme, group, project, or organization related to glocalization.
- Learners discuss, plan, and evaluate learner-initiated-action in a sustainable way.
- Learners develop lifelong skills which support their sustainable actions.
- Learners reflect on the impact of their actions and demonstrate their understanding of the action as related to sustainability.
Possible Duration (Hours)
9 hours
Qatar National Vision 2030 Connection
Qatar National Vision 2030: The teacher will ask students to investigate in what ways can the Qatar National Vision 2030 human development pillar provide students with quality education.
English: https://www.gco.gov.qa/en/about-qatar/national-vision2030/
Arabic: https://www.gco.gov.qa/ar/about-qatar/national-vision2030/
Source: Government Communications Office (2023). Qatar National Vision 2030. [online] Government Communications Office. Available at: https://www.gco.gov.qa/en/about-qatar/national-vision2030/
Sustainable Development Goals (SDGs) Connection
SDG 4: Quality Education: The lesson will have aspects of promoting and raising awareness to sustain good health and wellbeing (SDG 3).
The 17 Sustainable Development Goals, United Nations
English: https://sdgs.un.org/goals
Arabic: https://sdgs.un.org/ar/goals
Source: United Nations (2024). The 17 Sustainable Development Goals. [online] United Nations. Available at: https://sdgs.un.org/goals
The teacher will ask students to investigate in what ways can the SDG 3, and SDG 4 provide students with quality education.
Action Learning Outcomes
- Learners discuss, evaluate, and plan student-initiated activities.
- Learners become more aware of their own strengths and areas for growth.
- Learners undertake challenges that develop new skills.
- Learners persevere in action.
- Learners consider the ethical implications of their actions.
Content
The content of the lesson tool revolves around identifying and understanding how schools and education has changed over the years and how locally Qatari customs and morals are preserved.
Resource Utilization and Identification: Qatar Foundation (QF)
Subject Matter: Languages to discuss and share past and present schools, choosing preferred subjects to plan an educational activity that is aligned with Qatari customs and morals.
Glocalization Connections: Connect the need to ensure high quality education, sustainability and customs and morals are preserved.
Differentiation: planning educational activity aligned with Qatari customs and morals in mixed ability groups, in pairs or groups of 3.
Critical Thinking: Encourage students to critically analyze past and present schools.
Real-world Application: Discuss and explain past and present schools and education, and plan an educational activity that is aligned with Qatari customs and morals. It can be a problem-solving activity and interactive.
Strategies
The strategies employed in this lesson tool are designed to foster analyzing, critical thinking, inquiry, collaboration, and innovative engagement. They include visible thinking routines, responsive pedagogy, and problem-solving approaches to adapt to students’ needs and encourage active participation. Students apply meaningful learning experiences that connect to sustainable measures when planning their educational activity.
Responsive and Adaptive Pedagogy: Adjust the pace and level of guidance based on student responses and engagement.
Visible Thinking Routines: Implement the “Think, Pair and Share” visible routine to stimulate critical thinking and discussion. Encourage students to discuss, share what they already know and their perceptions on past and present schools and education.
Inquiry: Encourage students to inquire about the significance of providing educational activities that are aligned with Qatari customs and morals and aligned with curriculum content.
Collaboration: Facilitate a class discussion forum where students can share and compare their responses, promoting collaboration and the exchange of diverse perspectives.
Assessment for and as learning: Use formative assessments for their quiz, responses and educational activity plans.
Problem-Solving: Ask students to identify and propose solutions to challenges in their educational activity plans.
Learning Experiences
Learning Engagement 1: Identifying past and present schools.
Learning Objective: To identify schools in the past and present.
Part 1
Introduction and context setting
Students will use the ‘’Think, pair and share’ visible routine.
Think: Students will think individually about how the schools might have looked like in the past. They can sketch in their reflection journals and write notes.
Pair: The students will discuss the questions together taking turns to listen and speak to each other.
Share: The students will share in pairs their perceptions and any sketches they might have drawn to illustrate their perceptions, taking turns to speak and listen to each other.
Student friendly questions:
How might the buildings have looked like in the past? How is it different from the present schools locally/globally?
How have school building designs changed? Explain.
What resources do you think were available in the past?
Do you think the available resources have increased for schools? Explain your answer.
What subjects do you think were taught in the past? Do you think more subjects have been added to the curriculum compared to the past? Explain your answer.
Why do you think it is crucial to ensure the Arabic language, Qatari history, culture, ethics and heritage is included in the school curriculum?
What is the importance of including ethics and morals in education?
What subjects do you think should be included in the school curriculum that are not currently taught?
What do you think the schools might look like in the future?
Students will work in pairs to illustrate schools in the past and present to present to class.
Reflection
Each pair will share responses and illustrations of schools in the past and present as a class discussion facilitated by the teacher. The teacher will need to ensure any issues to cultural sensitivity is respected. Encourage students to share any sketches or thoughts on what schools might look like in the future.
Part 2
Learning Objective: To understand the significance, connections, customs and morals of education.
Students will use the following link to solve the questions on resource 1 – Quiz – https://rasekh.qa/wp-content/uploads/2024/04/Resource-1_-Significance-of-Education-Quiz.pdf
Source for information
English link: https://www.qf.org.qa/about
Arabic link: https://www.qf.org.qa/ar/about
Learning Engagement 2: Planning an educational activity that aligns with Qatari customs and morals.
Learning Objective: Planning an educational activity that aligns with Qatari customs and morals.
The teacher will instruct students that they have an important role as a junior educator to plan an educational activity lesson for 8–9-year-old students that aligns with Qatari customs and morals. The students need to align this with a subject which could be Science, Mathematics, Visual Arts, Qatar History, Islamic Studies, English and Arabic, or PSHE that provides quality education and the activity is clear to follow.
Differentiation: Students can work in mixed ability groups, but it is recommended that groups should not be larger than three students for each group to ensure the student’s full potential can be demonstrated.
Students will be encouraged to create their own rubric that they would like to be assessed against taking into consideration the quality of the educational activity, alignment with the Qatari customs and morals, activity is engaging, safe and fun and it is an appropriate learning activity suitable for 8 to 9 year old children. They should create this before planning their educational activity, discussed and approved by the teacher.
Presentation
Students will present their educational activity lesson to their teachers and peers for positive feedback. The teacher will consider providing the opportunity for some approved educational activities to be taught to 8- 9-year-old students in the school, with supervision. The teacher must ensure the content is suitable and appropriate culturally. The students are encouraged to collect feedback at the end of teaching their activity.
Checking for Understanding
Learning Engagement 1: Identifying past and present schools.
Part 1: Check each student’s understanding from identifying the past and present schools and their responses, sketches from the ‘Think, pair and share’ activity.
Part 2: To Understand the significance, connections, customs and morals of education.
Responses from the Quiz.
Learning Engagement 2: Planning an educational activity that aligns with Qatari customs and morals.
Ensuring that the student-led educational activity is clear, safe and suitable for 8-9 year old children, includes a subject and aligns with Qatari customs and morals.
Student rubrics.
Differentiation: Mixed ability groups
Key Vocabulary
culture, customs, education, entities, heritage, innovative, libraries, lifelong learning, morals, preservation, quality, Sidra tree, sustainability
Resources
Resource 1- Quiz: https://rasekh.qa/wp-content/uploads/2024/04/Resource-1_-Significance-of-Education-Quiz.pdf
About Qatar Foundation English link: https://www.qf.org.qa/about
About Qatar Foundation Arabic link: https://www.qf.org.qa/ar/about
