Sustainable Development Goals (SDGs) and Singapore's Role

Active learning helps students connect abstract global goals to concrete local actions. When Primary 6 students engage with Singapore’s real-world initiatives, they see how small steps contribute to big changes. This builds both global awareness and civic responsibility in an age-appropriate way.

• Primary 6
• CCE
• 4 activities
• 40 min–60 min

Learning Objectives

1. Explain the purpose and interconnectedness of the 17 UN Sustainable Development Goals.
2. Analyze Singapore's specific policies and international projects that contribute to at least three different SDGs.
3. Evaluate the effectiveness of Singapore's initiatives in addressing global sustainability challenges.
4. Design a feasible local action plan for a primary school community that addresses one chosen SDG.

Gallery Walk

⏱ 45 min·Pairs

Gallery Walk: Singapore's SDG Contributions

Display posters on 6-8 SDGs with Singapore examples like hawker centre recycling for SDG 12. Students walk in pairs, noting connections and one local idea per goal. Conclude with whole-class share-out to vote on strongest contributions.

Prepare & details

Explain the significance of the UN Sustainable Development Goals for global well-being.

Facilitation Tip: During the Gallery Walk, place QR codes next to each poster so students can scan and read detailed case studies before discussing.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Project-Based Learning

⏱ 60 min·Small Groups

Design Challenge: Local SDG Initiative

Assign small groups one SDG; they research Singapore's role, brainstorm a school-based action (e.g., energy audit for SDG 7), sketch plans, and pitch to class. Provide rubrics for feasibility and impact.

Prepare & details

Analyze how Singapore contributes to specific SDGs through its national policies and international partnerships.

Facilitation Tip: For the Design Challenge, provide a checklist with SDG targets so teams align their proposals to measurable outcomes.

Setup: Flexible workspace with access to materials and technology

Materials: Project brief with driving question, Planning template and timeline, Rubric with milestones, Presentation materials

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Project-Based Learning

⏱ 40 min·Small Groups

Debate Circles: Prioritizing SDGs

Form circles for 4 SDGs; students argue Singapore's top priorities based on data cards. Rotate roles as speaker or note-taker, then vote and reflect on trade-offs in whole class.

Prepare & details

Design a local initiative that aligns with one of the Sustainable Development Goals.

Facilitation Tip: In Debate Circles, assign roles like ‘Data Analyst’ and ‘Policy Advocate’ to ensure balanced participation.

Setup: Flexible workspace with access to materials and technology

Materials: Project brief with driving question, Planning template and timeline, Rubric with milestones, Presentation materials

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Jigsaw

⏱ 50 min·Small Groups

SDG Mapping Jigsaw

Expert groups study 2-3 SDGs and Singapore links, then jigsaw to mixed groups to teach peers and co-create a class SDG-Singapore infographic.

Prepare & details

Explain the significance of the UN Sustainable Development Goals for global well-being.

Facilitation Tip: For SDG Mapping Jigsaw, give each group a blank world map and colored stickers to mark Singapore’s partnerships.

Setup: Flexible seating for regrouping

Materials: Expert group reading packets, Note-taking template, Summary graphic organizer

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Teaching This Topic

Teachers should anchor lessons in Singapore’s tangible policies to avoid overwhelming students with abstract global statistics. Use a progression: start with familiar issues like clean water or green spaces, then link to global goals. Avoid presenting the SDGs as distant UN mandates; frame them as shared challenges with local solutions. Research shows that when students see their community’s role, engagement and retention improve significantly.

What to Expect

Students will identify the 17 SDGs, explain Singapore’s role in at least three, and propose a local initiative that supports one goal. Success looks like clear connections between policies, actions, and global targets, supported with specific examples.

Watch Out for These Misconceptions

Common Misconception

During the SDG Mapping Jigsaw, watch for students who assume SDGs only apply to poorer countries. Redirect by asking groups to compare Singapore’s initiatives with those of a developing nation they research.

What to Teach Instead

After the jigsaw, have each group present one example where Singapore funds or innovates solutions for another country’s SDG challenge, building evidence of shared responsibility.

Common Misconception

During the Gallery Walk, watch for comments that Singapore’s size limits its impact. Redirect by asking students to tally how many countries are mentioned on posters about Singapore’s partnerships.

What to Teach Instead

Following the walk, lead a class count of ASEAN and global collaborations shown in the gallery, then discuss how influence exceeds geographic size.

Common Misconception

During Debate Circles, watch for claims that SDGs are unrealistic. Redirect by providing progress reports on Singapore’s SDG indicators to ground the discussion.

What to Teach Instead

After the debate, display Singapore’s Voluntary National Review data and ask students to revise their arguments using the evidence, building trust in measurable progress.

Assessment Ideas

Discussion Prompt

After the Debate Circles activity, pose the question: ‘Which SDG do you believe is the most urgent for Singapore to address, and why? Provide one specific example of a Singaporean initiative related to your chosen SDG.’ Facilitate a class discussion where students share their reasoning and examples.

Quick Check

During the Gallery Walk, provide students with a list of 5-7 Singaporean initiatives (e.g., Park Connector Network, National Water Agency PUB's NEWater program, Smart Nation initiatives). Ask them to match each initiative to the SDG it primarily supports and briefly explain the connection in one sentence.

Exit Ticket

After the SDG Mapping Jigsaw activity, students write on a slip of paper: ‘One SDG I learned about today is _____. Singapore contributes to this through _____. A local action I can take is _____.’

Extensions & Scaffolding

• Challenge early finishers to design a comic strip showing a day in the life of a Singaporean contributing to an SDG.
• For students who struggle, provide sentence starters like ‘This initiative supports SDG _____ because ____.’
• Deeper exploration: Invite a community partner (e.g., PUB, NParks) to share their SDG-related work and student questions.

Key Vocabulary

Sustainable Development Goals (SDGs)	A set of 17 global goals adopted by the United Nations in 2015, aiming to achieve a better and more sustainable future for all by 2030.
Global Citizenship	The idea that all people have rights and civic responsibilities that extend beyond national or local boundaries.
National Policy	A set of government actions, laws, and regulations designed to address specific issues within a country.
International Partnership	Collaboration between two or more countries or international organizations to achieve common goals.
Carbon Footprint	The total amount of greenhouse gases produced to directly and indirectly support human activities.