Andorra: Eco Heroes in the national curriculum

Art. 3.3 — «Afavorir la implicació de les persones en el desenvolupament d’una societat sostenible, tant en l’àmbit social com en el mediambiental i l’econòmic.»

Art. 3.3 — encourage people’s involvement in building a sustainable society, in its social, environmental and economic dimensions.

Code: Llei 17/2018, art. 3.3

1–17All 17 goals

• Ages 6–10
• Ages 11–13
• Ages 14–17

All 17 goals have a lesson plan in each of these age bands. For example:

• SDG 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.
• SDG 17 · Ages 14–17 How the world fixed the ozone layer

  Pupils will be able to:

  • Identify the features of a successful partnership (shared evidence, clear targets, support for poorer countries, monitoring).

Art. 18.3 — «El desenvolupament d’un pensament crític i l’adopció d’actituds compromeses amb la democràcia i el principi de sostenibilitat.»

Art. 18.3 — developing critical thinking and attitudes committed to democracy and to the principle of sustainability.

Code: Llei 17/2018, art. 18.3

• SDG 13
• SDG 16

• Ages 11–13
• Ages 14–17

• SDG 16 · Ages 11–13 Fair rules for everyone

  Pupils will be able to:

  • Explain why communities need rules and what makes a rule fair.
• SDG 13 · Ages 14–17 From evidence to action: making a climate campaign

  Pupils will be able to:

  • Explain why systemic change needs collective action as well as individual choices.
• SDG 16 · Ages 14–17 Trust and accountability: how fair decisions are made

  Pupils will be able to:

  • Explain why transparency, accountability and participation build trust in institutions.

Art. 3.10 — «Promoure la formació per la pau, la solidaritat i la cooperació entre els pobles.»

Art. 3.10 — promote education for peace, solidarity and cooperation between peoples.

Code: Llei 17/2018, art. 3.10

• SDG 16
• SDG 17

• Ages 6–10
• Ages 14–17

• SDG 16 · Ages 6–10 Peacemakers

  Pupils will be able to:

  • Suggest a fair solution that works for both sides.
• SDG 17 · Ages 6–10 Better together

  Pupils will be able to:

  • Explain that the 17 goals need everyone working together.
• SDG 17 · Ages 14–17 How the world fixed the ozone layer

  Pupils will be able to:

  • Explain how the Montreal Protocol (1987) brought countries, scientists and industry together to protect the ozone layer.

Art. 3.11 — «Garantir la igualtat d’oportunitats i la no-discriminació fomentant la inclusió dels alumnes i atenent la seva diversitat.»

Art. 3.11 — guarantee equal opportunities and non-discrimination by fostering the inclusion of pupils and attending to their diversity.

Code: Llei 17/2018, art. 3.11

• SDG 4
• SDG 10

• Ages 6–10
• Ages 11–13

• SDG 10 · Ages 6–10 Everyone belongs

  Pupils will be able to:

  • Explain what it means to include someone.
• SDG 10 · Ages 11–13 Fairness detectives: accessibility audit

  Pupils will be able to:

  • Explain the difference between equality (same for all) and equity (what each person needs).
• SDG 4 · Ages 11–13 The road to school

  Pupils will be able to:

  • Identify at least 4 barriers that keep children out of school (distance, cost, work, gender, disability, conflict).

Art. 2 — l’actuació educativa es basa en «els principis d’equitat, el respecte dels drets humans […], la igualtat de gènere, l’educació inclusiva i l’educació en la diversitat, el plurilingüisme, la interculturalitat, el desenvolupament sostenible»

Art. 2 — educational practice rests on the principles of equity, respect for human rights, gender equality, inclusive education, plurilingualism, interculturality and sustainable development.

Code: Decret 392/2025, art. 2

1–17All 17 goals

• Ages 6–10
• Ages 11–13
• Ages 14–17

All 17 goals have a lesson plan in each of these age bands. For example:

• SDG 5 · Ages 6–10 Any toy, any job

  Pupils will be able to:

  • Explain that toys, colours, games and jobs are for everyone.
• SDG 5 · Ages 14–17 Counting the voices: who makes the decisions?

  Pupils will be able to:

  • Use data to describe the representation of women in parliaments and in leadership.
• SDG 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.

Competència 1 — «conèixer i assumir els principis i els valors democràtics i dels drets humans, i exercir la ciutadania democràtica en el si de la mateixa comunitat, del país i, en general, a escala global.»

General competence 1 — know and embrace democratic principles and values and human rights, and exercise democratic citizenship in one’s community, one’s country and at global scale.

Code: Decret 392/2025, art. 6.3 a) i annex I

• SDG 16
• SDG 17

• Ages 11–13
• Ages 14–17

• SDG 16 · Ages 11–13 Fair rules for everyone

  Pupils will be able to:

  • Explain why communities need rules and what makes a rule fair.
• SDG 16 · Ages 14–17 Trust and accountability: how fair decisions are made

  Pupils will be able to:

  • Explain why transparency, accountability and participation build trust in institutions.
  • Propose changes that make a system fairer and more accountable.
• SDG 17 · Ages 14–17 How the world fixed the ozone layer

  Pupils will be able to:

  • Design a local partnership to solve a real problem, explaining what each partner gains.

Competència 3 — «argumentar i prendre decisions personals i socials sobre el món natural i els canvis que l’activitat humana hi genera.»

General competence 3 — argue and take personal and social decisions about the natural world and the changes human activity causes in it.

Code: Decret 392/2025, art. 6.3 c) i annex I

• SDG 13
• SDG 15

• Ages 11–13
• Ages 14–17

• SDG 13 · Ages 11–13 The greenhouse effect and our carbon footprint

  Pupils will be able to:

  • Explain the greenhouse effect and how burning fossil fuels strengthens it.
• SDG 15 · Ages 14–17 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Explain the main drivers of biodiversity loss identified by IPBES.
• SDG 13 · Ages 14–17 From evidence to action: making a climate campaign

  Pupils will be able to:

  • Interpret climate data (CO₂ concentration and temperature) and explain the link.

Competència 3 — «Finalment, cal fomentar la responsabilitat en qüestions ambientals.»

General competence 3 — finally, responsibility in environmental matters must be fostered.

Code: Decret 392/2025, annex I

• SDG 12
• SDG 13

• Ages 6–10
• Ages 11–13
• Ages 14–17

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Explain why making less rubbish helps the planet.
• SDG 13 · Ages 11–13 The greenhouse effect and our carbon footprint

  Pupils will be able to:

  • Choose 3 changes, ranked by how much difference and how easy they are.
• SDG 12 · Ages 14–17 Cradle to grave: the life cycle of a product

  Pupils will be able to:

  • Explain the principles of a circular economy (reduce, reuse, repair, recycle, redesign).

C3 — «Implementar solucions tecnològiques sostenibles i socialment responsables per a problemes o necessitats socials o científics»

C3 — implement sustainable, socially responsible technological solutions to social or scientific problems or needs.

Code: C3

• SDG 9

• Ages 6–10
• Ages 11–13

• SDG 9 · Ages 6–10 Build it strong

  Pupils will be able to:

  • Test and improve a design, saying what made it stronger.
• SDG 9 · Ages 11–13 Little inventors: designing a fix

  Pupils will be able to:

  • Follow a design process: identify a problem, generate ideas, sketch, label and improve.
  • Evaluate an invention by who it helps and what it needs to work.

C3 — «valorar críticament les innovacions científiques i tecnològiques seguint criteris de sostenibilitat i responsabilitat» […]; problemes en àmbits com «la salut, els recursos naturals, alimentaris o energètics, la sostenibilitat, etc.»

C3 — critically evaluate scientific and technological innovations using criteria of sustainability and social responsibility, in fields such as health, natural, food or energy resources and sustainability.

Code: C3

• SDG 2
• SDG 3
• SDG 7

• Ages 6–10
• Ages 11–13

• SDG 7 · Ages 11–13 Energy hunters: renewable and non-renewable

  Pupils will be able to:

  • Classify energy sources as renewable or non-renewable and explain the difference.
  • Explain why access to electricity matters for health, learning and work.
• SDG 2 · Ages 11–13 Food waste detectives

  Pupils will be able to:

  • Explain why wasting food also wastes water, land, energy and work.
• SDG 3 · Ages 6–10 Germ busters

  Pupils will be able to:

  • Explain that germs are too small to see and can make us ill.

«Bloc 2. Matèria, energia i sostenibilitat»

Block 2: matter, energy and sustainability.

Code: Bloc 2

• SDG 7

• Ages 6–10
• Ages 11–13

• SDG 7 · Ages 6–10 Sun power

  Pupils will be able to:

  • Show that the Sun warms things up, using a simple test.
  • Name 3 sources of energy (Sun, wind, fuel such as coal or gas).
• SDG 7 · Ages 11–13 Energy hunters: renewable and non-renewable

  Pupils will be able to:

  • Classify energy sources as renewable or non-renewable and explain the difference.

«Expressió argumentada d’opinions pròpies sobre l’impacte de diferents pertorbacions en els ecosistemes»

Reasoned expression of one’s own opinions on the impact of different disturbances on ecosystems.

• SDG 15

• Ages 6–10
• Ages 11–13

• SDG 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Explain why every living thing matters in a habitat.
• SDG 15 · Ages 11–13 Pollinator power

  Pupils will be able to:

  • Explain what pollination is and why many food crops depend on animal pollinators.

«Iniciativa per desenvolupar accions, projectes i campanyes de foment del respecte envers el medi ambient i els organismes que hi habiten»

Initiative to develop actions, projects and campaigns that promote respect for the environment and the organisms living in it.

• SDG 14
• SDG 15

• Ages 6–10
• Ages 11–13

• SDG 14 · Ages 6–10 Ocean in a bottle

  Pupils will be able to:

  • Name 2 ways to keep rubbish out of the ocean.
• SDG 15 · Ages 11–13 Pollinator power

  Pupils will be able to:

  • Plan a bee-friendly space and explain how it helps.
• SDG 14 · Ages 11–13 Plastic interceptors: a litter survey

  Pupils will be able to:

  • Propose an action to stop plastic before it reaches waterways.

«Valoració de la importància de la bona gestió de recursos del medi»

Appreciating the importance of managing the environment’s resources well.

• SDG 6
• SDG 12

• Ages 6–10
• Ages 11–13

• SDG 6 · Ages 6–10 Every drop counts

  Pupils will be able to:

  • Explain one way to save water, such as fixing a dripping tap.
• SDG 12 · Ages 11–13 Fix it, don’t bin it

  Pupils will be able to:

  • Explain why repairing and reusing products saves resources and money.
• SDG 6 · Ages 11–13 The water diary: how much do we really use?

  Pupils will be able to:

  • Choose one habit to change and calculate the water it could save.

«Bloc 4. Viure més i viure millor» — «Salut i malaltia» (segon i tercer cicle)

Block 4: living longer and living better — health and illness (second and third cycles).

Code: Bloc 4

• SDG 3

• Ages 6–10
• Ages 11–13

• SDG 3 · Ages 6–10 Germ busters

  Pupils will be able to:

  • Explain that germs are too small to see and can make us ill.
  • Name 3 habits that help us stay healthy (washing hands, moving our bodies, sleeping well).
• SDG 3 · Ages 11–13 Designing a healthy day

  Pupils will be able to:

  • Plan a balanced day that includes physical activity, healthy food and enough sleep.

Pensar geogràficament «és fonamental pel benestar i la sostenibilitat del medi ambient i de la societat»

Thinking geographically is essential for the well-being and sustainability of the environment and of society.

• SDG 11

• Ages 6–10
• Ages 11–13

• SDG 11 · Ages 6–10 My dream street

  Pupils will be able to:

  • Name 3 things that make a place safe and friendly for children.
  • Suggest one change that would make a street better for everyone.
• SDG 11 · Ages 11–13 Green spots in grey places

  Pupils will be able to:

  • Explain how green spaces help cities (cooler air, cleaner air, wildlife, well-being).

La importància social de la ciència «en la planificació de la sostenibilitat i la cura del medi ambient.»

The social importance of science in planning for sustainability and caring for the environment.

• SDG 7
• SDG 13
• SDG 15

• Ages 14–17

• SDG 13 · Ages 14–17 From evidence to action: making a climate campaign

  Pupils will be able to:

  • Interpret climate data (CO₂ concentration and temperature) and explain the link.
• SDG 15 · Ages 14–17 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Explain the main drivers of biodiversity loss identified by IPBES.
• SDG 7 · Ages 14–17 Planning the switch: the clean energy transition

  Pupils will be able to:

  • Explain why the energy transition is a whole-system change, not a single switch.

«Vivim en un món globalitzat que és divers, que està interconnectat i que sovint genera desigualtats.»

We live in a globalised world that is diverse, interconnected and often generates inequalities.

• SDG 1
• SDG 10

• Ages 11–13
• Ages 14–17

• SDG 10 · Ages 11–13 Fairness detectives: accessibility audit

  Pupils will be able to:

  • Identify barriers that make places or activities hard to access for some people.
• SDG 10 · Ages 14–17 Different starts: understanding inequality

  Pupils will be able to:

  • Explain how inequality of opportunity affects life outcomes, using a simulation with fictional characters.
  • Use data to describe one inequality in at least 3 places.
• SDG 1 · Ages 14–17 What actually works against poverty?

  Pupils will be able to:

  • Explain how a cycle of poverty can pass from one generation to the next, using at least 3 linked causes.

«com a element clau del seu compromís social vers un desenvolupament sostenible»

As a key element of pupils’ social commitment to sustainable development.

1–17All 17 goals

• Ages 11–13
• Ages 14–17

All 17 goals have a lesson plan in each of these age bands. For example:

• SDG 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.
• SDG 17 · Ages 14–17 How the world fixed the ozone layer

  Pupils will be able to:

  • Design a local partnership to solve a real problem, explaining what each partner gains.

Emetre judicis i prendre decisions «sobre l’impacte territorial i ambiental de determinades decisions polítiques i econòmiques»; «Permet en definitiva, modelar el canvi per a un futur socialment just i sostenible»

Form judgements and take decisions on the territorial and environmental impact of political and economic decisions; ultimately, shape change towards a socially just and sustainable future.

• SDG 11
• SDG 16

• Ages 11–13
• Ages 14–17

• SDG 11 · Ages 11–13 Green spots in grey places

  Pupils will be able to:

  • Plan and justify a small improvement to a school or local space.
• SDG 11 · Ages 14–17 Who is the city for? Auditing how people move

  Pupils will be able to:

  • Explain how transport choices affect air quality, safety, cost and fairness.
  • Propose 3 evidence-based improvements and identify who the current system serves worst.
• SDG 16 · Ages 14–17 Trust and accountability: how fair decisions are made

  Pupils will be able to:

  • Analyse how decisions are made in a real system (school council, sports club, local council).