# data[].attributes.attachment_link.readable_text
2030 Agenda and the Sustainable Development Goals

The Sustainable Development Goals (SDGs) constitute the core of the 2030 Agenda for Sustainable Development and guide all global, regional and national development endeavours for the next 15 years. The United Nations Industrial Development Organization (UNIDO) is fully committed to contributing to the achievement of the SDGs, while delivering on its mandate to support Member States in achieving inclusive and sustainable industrial development (ISID). The following actions are taken by UNIDO to contribute to the SDGs. Due to the interlinked nature of the SDGs, many of UNIDO's activities contribute to more than one SDG.

SDGs

UNIDO

> seeks to advance poverty eradication and inclusiveness, build productive capacities in an inclusive manner, and provide more opportunities for all women and men as well as across social groups, also through partnerships with all stakeholders involved in industrialization processes

> promotes rapid economic and industrial growth, builds trade capacities in industries, and ensures that all countries can benefit from international trade and technological progress, also through the application of modern industrial policies and compliance with global standards and norms

> aims to advance environmentally sustainable growth, builds institutional capacities for greening industries through cleaner production technologies and resource efficiency methodologies, and creates green industries, spurred by technology facilitation, innovation and partnership building

> facilitates international cooperation, multi-stakeholder partnerships and the alignment of public and private investments and industrial policies

> conducts capacity-building, including on trade-related national capacities

> fosters technology exchange mechanisms, technology policy coordination measures and related investment opportunities

> provides technical and statistical support to the monitoring and review of the SDGs

# data[].attributes.attachment_link.title
2030 Agenda and the Sustainable Development Goals

# data[].attributes.attachment_link.description
2030 Agenda and the Sustainable Development Goals The Sustainable Development Goals (SDGs) constitute the core of the 2030 Agenda for Sustainable Development and guide all global, regional and national development endeavours for the next 15 years.

# data[].attributes.attachment_link.provider_name
IB ENGLISH A: LANGUAGE AND LITERATURE (HL)

# data[].attributes.attachment_link.readable_text
The learner portfolio is a central element of Language A: Language and Literature, and is for all students in both years of the class. This is an individual collection of student work done throughout the two years of the course. It is a place for students to explore and reflect upon literary and non-literary texts, and to establish connections among them and with the areas of exploration and the central concepts in the subject. In the learner portfolio, students will be expected to reflect on their responses to the works being studied in the corresponding area of exploration.

Students will also be expected to establish connections between these works and previous ones they have read, and between their perspectives and values as readers and those of their peers. As students progress through the syllabus, it is expected that these connections will be drawn between works within and across areas of exploration , and that they will provide a foundation for the construction of broader knowledge about the transactions between texts, culture and identity.

The learner portfolio is also a space in which students can prepare for assessment. They will use the portfolio to make decisions about the most appropriate and productive connections between the works they have studied and the assessment components. It should be introduced at the beginning of the course and become increasingly important as students progress, and prepare for external and internal assessment.

The learner portfolio must consist of a diversity of formal and informal responses to the literary and non-literary texts studied, which may come in a range of critical and/or creative forms, and in different media. It is the student's own record of discovery and development throughout the course.

​ ​​Reflections related to the guiding conceptual questions of the course

Reflections on the assumptions, beliefs, and values that frame a response to texts

Explorations of literary texts and the insights they offer into social, global and real-world issues

Detailed evaluations and critical analysis of works, literary texts or extracts which explore the potential meanings for language used in them

Reflections on the connections across a range of texts studied

Experiments with form, media and technology

Creative writing tasks for exploration of different literary forms and development of the students' personal responses to works/texts

Reading, research and inquiry carried out beyond the classroom experience

Records of valued feedback received

Reports of classroom or group activities or discussions that explore the diverse values and perspectives negotiated and the process of negotiation in itself

Challenges faced and achievements

Selections of suitable extracts that could form the basis of the individual oral

Instances of self-assessment to evaluate the student's own progress. ​​

# data[].attributes.attachment_link.description
The learner portfolio is a central element of Language A: Language and Literature, and is for all students in both years of the class. This is an individual collection of student work done throughout the two years of the course.

# data[].attributes.body
by Brad Philpot

# data[].attributes.body
The sustainable Development Goals adopted by the UN