Flanders (Belgium): Eco Heroes in the national curriculum

1.23. ° „De leerlingen tonen zich in hun gedrag bereid om in de eigen klas en school zorgvuldig om te gaan met afval, energie, papier, voedsel en water;“

1.23 (attitude) – In their behaviour, pupils show they are willing to deal carefully with waste, energy, paper, food and water in their own class and school.

Code: WO Natuur 1.23°

• SDG 2
• SDG 6
• SDG 7
• SDG 12

• Ages 6–10
• Ages 11–13

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Explain why making less rubbish helps the planet.
• 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 7 · Ages 6–10 Sun power

  Pupils will be able to:

  • Explain one way to save energy at school.
• SDG 2 · Ages 11–13 Food waste detectives

  Pupils will be able to:

  • Choose and justify one realistic change to cut food waste at home or school.

1.24. „De leerlingen kunnen met concrete voorbeelden uit hun omgeving illustreren hoe mensen op positieve, maar ook op negatieve wijze omgaan met het milieu;“

1.24 – Pupils can illustrate with concrete examples from their surroundings how people deal with the environment in positive but also in negative ways.

Code: WO Natuur 1.24

• SDG 14

• Ages 6–10
• Ages 11–13

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

  Pupils will be able to:

  • Explain that most rubbish in the sea starts on land.
• SDG 14 · Ages 11–13 Plastic interceptors: a litter survey

  Pupils will be able to:

  • Use data to identify the main sources of litter in an area.

1.26. ° „De leerlingen tonen respect en zorg voor de natuur vanuit het besef dat de mens voor zijn levensbehoeften afhankelijk is van het natuurlijk leefmilieu.“

1.26 (attitude) – Pupils show respect and care for nature, aware that people depend on the natural environment for their basic needs.

Code: WO Natuur 1.26°

• 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.

1.4. „De leerlingen kennen in hun omgeving twee verschillende biotopen en kunnen er enkele veel voorkomende organismen in herkennen en benoemen;“

1.4 – Pupils know two different habitats in their surroundings and can recognise and name some common organisms in them.

Code: WO Natuur 1.4

• SDG 15

• Ages 6–10

• SDG 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Find, observe and record at least 5 living things in the school grounds.
  • Sort living things into simple groups (plants, insects, other animals).

1.17. „De leerlingen kunnen gezonde en ongezonde levensgewoonten in verband brengen met wat ze weten over het functioneren van het eigen lichaam;“

1.17 – Pupils can link healthy and unhealthy habits to what they know about how their own body works.

Code: WO Natuur 1.17

• SDG 3

• Ages 6–10
• Ages 11–13

• SDG 3 · Ages 6–10 Germ busters

  Pupils will be able to:

  • 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.

2.1. „De leerlingen kunnen illustreren dat verschillende vormen van arbeid verschillend toegankelijk zijn voor mannen en vrouwen en verschillend gewaardeerd worden.“

2.1 – Pupils can illustrate that different forms of work are not equally accessible to men and women and are valued differently.

Code: WO M&M 2.1

• SDG 5

• Ages 6–10
• Ages 11–13

• 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 11–13 Fair shares: unpaid work at home and in the world

  Pupils will be able to:

  • Explain what unpaid care and domestic work is and why it matters for equality.

2.3. „De leerlingen kunnen met een zelf gekozen voorbeeld het nut en het belang aangeven van een collectieve voorziening, waarvoor de overheid zorg draagt.“

2.3 – Using an example of their choice, pupils can show the use and importance of a collective service provided by the government.

Code: WO M&M 2.3

• SDG 1
• SDG 9

• Ages 6–10
• Ages 11–13

• SDG 9 · Ages 6–10 Build it strong

  Pupils will be able to:

  • Explain why roads and bridges help people reach school, work and doctors.
• SDG 1 · Ages 11–13 Poverty is more than money

  Pupils will be able to:

  • Identify 3 local services or places that help people who are struggling and describe what one of them does.

2.4. „De leerlingen kunnen illustreren dat welvaart zowel over de verschillende landen in de wereld als in België ongelijk verdeeld is.“

2.4 – Pupils can illustrate that prosperity is unequally distributed both between countries of the world and within Belgium.

Code: WO M&M 2.4

• SDG 1

• Ages 11–13

• SDG 1 · Ages 11–13 Poverty is more than money

  Pupils will be able to:

  • Explain why poverty is ‘multidimensional’, using at least 3 dimensions (income, health, education, living conditions).

2.13. „De leerlingen kunnen het belang illustreren van de fundamentele Rechten van de Mens en de Rechten van het Kind. Ze zien daarbij in dat de rechten en plichten complementair zijn.“

2.13 – Pupils can illustrate the importance of fundamental human rights and children's rights, and understand that rights and duties go together.

Code: WO M&M 2.13

• SDG 1
• SDG 4
• SDG 16

• Ages 6–10
• Ages 11–13

• SDG 1 · Ages 6–10 What does everyone need?

  Pupils will be able to:

  • Name 3 things every child needs to live well (for example food, clean water, a safe home, school, health care).
• SDG 4 · Ages 6–10 Every child can learn

  Pupils will be able to:

  • Say why going to school matters for children everywhere.
• 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.

2.15. „De leerlingen kunnen illustreren op welke wijze internationale organisaties ernaar streven om het welzijn en/of de vrede in de wereld te bevorderen.“

2.15 – Pupils can illustrate how international organisations try to promote well-being and/or peace in the world.

Code: WO M&M 2.15

• SDG 17

• Ages 6–10
• Ages 11–13

• SDG 17 · Ages 6–10 Better together

  Pupils will be able to:

  • Explain that the 17 goals need everyone working together.
• SDG 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.

3.2.3 „De leerlingen kennen diensten die het ecosysteem levert aan de mens.“

3.2.3 – Pupils know services that the ecosystem provides to people.

Code: 3.2.3

• SDG 15

• Ages 11–13

• 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.
  • Identify which foods in a meal rely partly on pollinators.

3.2.4 „De leerlingen weten dat mensen een positieve en negatieve impact kunnen hebben op het ecosysteem.“

3.2.4 – Pupils know that people can have a positive and a negative impact on the ecosystem.

Code: 3.2.4

• SDG 14
• SDG 15

• Ages 11–13

• 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.
• SDG 15 · Ages 11–13 Pollinator power

  Pupils will be able to:

  • Plan a bee-friendly space and explain how it helps.

3.2.8 „De leerlingen kunnen verwoorden waarom biodiversiteit essentieel is voor het leven op aarde.“

3.2.8 – Pupils can put into words why biodiversity is essential for life on Earth.

Code: 3.2.8

• 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.

3.7.1 „De leerlingen kennen de volgende begrippen: de wisselwerking, de wetenschap, de technologie, de technologische ontwikkeling, de wetenschappelijke ontdekking, de innovatie, de uitvinding, de duurzaamheid, de ecologische voetafdruk, de ethiek.“

3.7.1 – Pupils know the following concepts: interaction, science, technology, technological development, scientific discovery, innovation, invention, sustainability, ecological footprint, ethics.

Code: 3.7.1

• SDG 12
• SDG 13

• Ages 11–13

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

  Pupils will be able to:

  • Identify the main sources of carbon in a typical day.
• 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.

3.7.2 „De leerlingen kunnen uitdrukken dat gevolgen van wetenschappen en technologie op zichzelf, anderen, het milieu en de maatschappij, zowel op korte als op lange termijn, positief, negatief of onzeker kunnen zijn.“

3.7.2 – Pupils can express that the effects of science and technology on themselves, others, the environment and society, in the short and long term, can be positive, negative or uncertain.

Code: 3.7.2

• SDG 9

• Ages 11–13

• SDG 9 · Ages 11–13 Little inventors: designing a fix

  Pupils will be able to:

  • Evaluate an invention by who it helps and what it needs to work.

06.29 „De leerlingen analyseren voor een biotoop de onderlinge relaties tussen verschillende organismen en de rol van biotische en abiotische factoren.“

06.29 – For a habitat, pupils analyse the relations between different organisms and the role of biotic and abiotic factors.

Code: 06.29

• SDG 15

• Ages 14–17

• SDG 15 · Ages 14–17 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Model a food web and predict the effects of removing one species.

06.36 „De leerlingen analyseren eigenschappen van materialen en grondstoffen in functie van een probleemstelling.“

06.36 – Pupils analyse properties of materials and raw materials in relation to a problem.

Code: 06.36

• SDG 12

• Ages 11–13

• SDG 12 · Ages 11–13 Fix it, don’t bin it

  Pupils will be able to:

  • Investigate how an everyday object is made and why it breaks.

06.39 „De leerlingen werken op een veilige en duurzame manier met materialen, stoffen, organismen en technische systemen.“

06.39 – Pupils work safely and sustainably with materials, substances, organisms and technical systems.

Code: 06.39

• SDG 12

• Ages 11–13
• Ages 14–17

• 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 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).

06.44 „De leerlingen illustreren de wisselwerking tussen wetenschappen, technologie, wiskunde en de maatschappij aan de hand van maatschappelijke uitdagingen.“

06.44 – Pupils illustrate the interaction between science, technology, mathematics and society using societal challenges.

Code: 06.44

• SDG 7
• SDG 9
• SDG 13

• Ages 11–13
• Ages 14–17

• SDG 9 · Ages 11–13 Little inventors: designing a fix

  Pupils will be able to:

  • Explain how an innovation (mobile money in Kenya) solved a real problem.
• 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.
• 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.

07.01 „De leerlingen lichten de betekenis, de principes en de werking van de democratische rechtsstaat en hun verantwoordelijkheid daarin toe.“

07.01 – Pupils explain the meaning, principles and working of the democratic rule of law and their own responsibility within it.

Code: 07.01

• 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 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.

07.04 „De leerlingen gaan geïnformeerd, beargumenteerd en constructief in dialoog over maatschappelijke thema’s.“

07.04 – Pupils engage in informed, reasoned and constructive dialogue on societal issues.

Code: 07.04

• SDG 2

• Ages 14–17

• SDG 2 · Ages 14–17 Why do people go hungry in a world with enough food?

  Pupils will be able to:

  • Build balanced arguments for and against one food-system solution (urban farming) and reach a justified view.

09.06 „De leerlingen analyseren gevolgen van veranderingen in landschappen voor de mens en voor zijn leefomgeving.“

09.06 – Pupils analyse the consequences of changes in landscapes for people and their living environment.

Code: 09.06

• SDG 11
• SDG 15

• Ages 11–13
• Ages 14–17

• 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).
• 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.

01.02 „De leerlingen ontwikkelen gezondheidsvaardigheden in functie van hun fysiek en mentaal welzijn binnen verschillende thema’s.“

01.02 – Pupils develop health skills for their physical and mental well-being across different themes.

Code: 01.02

• SDG 3

• Ages 11–13
• Ages 14–17

• 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.
• SDG 3 · Ages 14–17 Mind matters: mental health is health

  Pupils will be able to:

  • Explain why mental health is part of overall health, using WHO’s finding that half of all mental health conditions start by age 14.

01.03 „De leerlingen voeren conform de beweegrichtlijnen in verschillende bewegingsomgevingen activiteiten uit in verschillende individuele, interactieve en ritmisch expressieve bewegingsdomeinen.“

01.03 – In line with the physical activity guidelines, pupils carry out activities in different settings across individual, interactive and rhythmic-expressive movement domains.

Code: 01.03

• SDG 3

• Ages 11–13

• SDG 3 · Ages 11–13 Designing a healthy day

  Pupils will be able to:

  • Describe the WHO guidance that children and young people aged 5–17 should average at least 60 minutes of moderate-to-vigorous physical activity a day.