CCE · Primary 6

Active learning ideas

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.

• MOE Syllabus Outcomes
• MOE: Singapore and the World - P6
• MOE: Environmental Education - P6

• 40–60 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

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.

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

Activity 02

• 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.

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.

What to look for

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.

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

Activity 03

• 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.

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.

What to look for

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 _____.'

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

Activity 04

• 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.

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.

What to look for

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.

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

A few notes on teaching this unit

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.

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

• 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.

  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.

• 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.

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

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

  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.

---

Methods used in this brief

• Gallery Walk
• Project-Based Learning
• Jigsaw