Imagining Zero Waste

This is one of the more exciting modules that practically engage the learners throughout. Starting with a zero-waste campaign, the learners gain a sense of awareness and passion for educating the community around key aspects of waste challenges. Learners then conduct a personal waste audit, enlightening them to their own waste consumption and management. 

What’s included in this module?

Teacher resources3 x lesson plans
1 x presentation
1 x teacher’s notes
Learner resources2 x worksheets
2 x supporting resources
2 x parent letters
Projects – experiments1 x waste campaign
1 x personal waste audit
1 x activity

Module key questions

  • What are some ways you can apply the zero-waste philosophy in your daily life?
  • What surprised you the most about your zero-waste initiative?
  • What actions would you recommend your school take to move from a traditional production/consumption cycle to a zero-waste production/consumption cycle?
  • Imagine that everyone in your community recycled and composted. How would that impact waste management for better and worse?
  • What do you think businesses, governments, and individuals could do to be more responsible about electronic wastes?
  • Do you agree or disagree with this statement: “Humans should be responsible for the solid waste they produce and look for ways to deal with it safely, cost-effectively, and sustainably”?
  • Why should we care about soil and whether or not it is healthy?

Module alignments

Grade | AgesGrade 7-8 | 12-14 years
Term3 (Grade 7)
CAPS subjectLife orientation
Subject strandHealth, social and environmental responsibility
Sub-topicsLocal environmental health problems

This Module includes:

  • Aligned content: This content is aligned with: Curriculum Assessment Policy Statements (CAPS) and the Independent Examinations Board (IEB). A key aspect of these modules is their flexibility and customisation across curricula, such as Cambridge and Steiner/Waldorf Education.
  • A range of teaching strategies, skills and knowledge: The flow of the module has been structured using Project-Based Learning and Design Thinking frameworks. A variety of pedagogical approaches are present between and within each lesson. Learners are challenged theoretically and practically through project and problem-based inquiry of real-world issues.
  • Sustainable Development Goals: Each lesson is aligned to an appropriate United Nation Sustainable Development Goal(s).
Not Enrolled

Module Includes

  • 3 Lessons