Catalonia (Spain): Eco Heroes in the national curriculum

Art. 3.2 f) — promoure «l'educació per la sostenibilitat i el consum responsable»

Art. 3.2(f) — promote education for sustainability and responsible consumption.

Code: Art. 3.2 f)

• SDG 12

• Ages 6–10
• Ages 11–13
• Ages 14–16

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Explain why making less rubbish helps the planet.
• 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 14–16 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).

Art. 3.2 j) — preparar per «afrontar els reptes que signifiquen els objectius de desenvolupament sostenible»

Art. 3.2(j) — prepare pupils to face the challenges posed by the sustainable development goals.

Code: Art. 3.2 j)

1–17All 17 goals

• Ages 6–10
• Ages 11–13
• Ages 14–16

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 14–16 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. 3.1 — vector e) «Ciutadania democràtica i consciència global»

Art. 3.1 — curriculum vector (e): democratic citizenship and global awareness.

Code: Art. 3.1 e)

• SDG 16
• SDG 17

• Ages 11–13
• Ages 14–16

• 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 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.
• SDG 16 · Ages 14–16 Trust and accountability: how fair decisions are made

  Pupils will be able to:

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

Art. 4 n) — contribuir a «la conservació i millora del medi ambient»; Art. 4 q) — consciència dels problemes «que es concreten en els objectius de desenvolupament sostenible»

Art. 4(n) — contribute to conserving and improving the environment; Art. 4(q) — awareness of the problems expressed in the sustainable development goals.

Code: Art. 4 n), q)

• SDG 6
• SDG 13
• SDG 14
• SDG 15

• 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 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 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.

Competència específica 2 — «Plantejar-se preguntes sobre el món, aplicant les diferents formes de raonament i mètodes del pensament científic, …»

Specific competence 2 — Ask questions about the world, applying different forms of reasoning and scientific methods…

Code: CE 2

• SDG 7
• SDG 11
• SDG 13

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

  Pupils will be able to:

  • Collect and compare temperature or observation data from green and paved areas.
• SDG 13 · Ages 6–10 Weather and climate: Earth’s warm blanket

  Pupils will be able to:

  • Describe, with a simple model, how gases around the Earth trap heat like a blanket.

Competència específica 4 — «Conèixer i prendre consciència del propi cos, de les emocions i sentiments propis i aliens, …»; criteri 4.2: «Prendre decisions personals i col·lectives sobre alimentació, higiene i salut…»

Specific competence 4 — Know one's own body and emotions…; criterion 4.2: make personal and collective decisions about food, hygiene and health.

Code: CE 4; 4.2

• SDG 3

• Ages 6–10
• Ages 11–13

• SDG 3 · Ages 6–10 Germ busters

  Pupils will be able to:

  • Show the correct steps of handwashing with soap and water.
  • 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.

Competència específica 5 — «Analitzar les característiques de diferents elements o sistemes del medi natural, social i cultural, …»; criteri 5.3 (cicle superior): «…a través de compromisos i conductes a favor de la sostenibilitat.»

Specific competence 5 — Analyse the characteristics of elements and systems of the natural, social and cultural environment; criterion 5.3: commitments and behaviour in favour of sustainability.

Code: CE 5; 5.3

• SDG 6
• SDG 14
• SDG 15

• Ages 6–10

• SDG 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Explain why every living thing matters in a habitat.
• 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 6 · Ages 6–10 Every drop counts

  Pupils will be able to:

  • Explain one way to save water, such as fixing a dripping tap.

Competència específica 6 — «Analitzar críticament les causes i conseqüències de la intervenció humana en l'entorn integrant els vessants social, …»; criteri 6.2: «…per avançar cap a la consecució dels objectius de desenvolupament sostenible»; 6.3: «Participar en la construcció de models de convivència sostenibles en el temps»

Specific competence 6 — Critically analyse the causes and consequences of human intervention in the environment…; criterion 6.2: act to advance the SDGs; 6.3: help build sustainable ways of living together.

Code: CE 6; 6.2; 6.3

• SDG 11
• SDG 12
• SDG 13

• Ages 11–13

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

  Pupils will be able to:

  • Plan a repair or repurpose and present its ‘second life’.
• 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.

Competència específica 8 — «Reconèixer, valorar i defensar la diversitat i la igualtat de gènere reflexionant sobre qüestions ètiques…»

Specific competence 8 — Recognise, value and defend diversity and gender equality, reflecting on ethical questions…

Code: CE 8

• SDG 5
• SDG 10

• 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.
  • Spot a stereotype in a picture or story and say why it is unfair.
• 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.
• SDG 10 · Ages 6–10 Everyone belongs

  Pupils will be able to:

  • Say why treating people fairly sometimes means giving different help.

Competència específica 9 — «Participar en la vida social de manera eficaç i constructiva respectant i aprofundint en el desenvolupament…»

Specific competence 9 — Take part in social life effectively and constructively…

Code: CE 9

• SDG 11
• SDG 16

• Ages 6–10
• Ages 11–13

• SDG 16 · Ages 6–10 Peacemakers

  Pupils will be able to:

  • Suggest a fair solution that works for both sides.
• SDG 16 · Ages 11–13 Fair rules for everyone

  Pupils will be able to:

  • Write and test class rules against the needs of the quietest person.
• SDG 11 · Ages 6–10 My dream street

  Pupils will be able to:

  • Suggest one change that would make a street better for everyone.

Competència específica 3 — «Interpretar les relacions sistèmiques entre l'individu, la societat i la natura, …»; criteri 3.2: «Realitzar accions que afavoreixen l'assoliment dels objectius de desenvolupament sostenible»; 3.3: «respecte, cura i protecció de les persones, dels animals i del planeta» … «vinculades al consum responsable»

Specific competence 3 (Primary, Years 5–6) — Interpret systemic relationships between individual, society and nature; criterion 3.2: carry out actions that help achieve the SDGs; 3.3: care for people, animals and the planet, linked to responsible consumption.

Code: CE 3; 3.2; 3.3

• SDG 12
• SDG 13
• SDG 15

• Ages 11–13

• 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 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 15 · Ages 11–13 Pollinator power

  Pupils will be able to:

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

Criteris 2.3–2.5 — «Manifestar actituds alineades amb valors com la justícia, la pau i el rebuig a la violència»; «…la promoció de la pau, la solidaritat i la cooperació entre nacions»; «…prevenció de la desigualtat, la violència i la discriminació per raó de gènere»

Criteria 2.3–2.5 (Primary) — attitudes of justice and peace; peace, solidarity and cooperation between nations; preventing inequality, violence and gender discrimination.

Code: 2.3; 2.4; 2.5

• SDG 5
• SDG 10
• SDG 16
• SDG 17

• Ages 6–10
• Ages 11–13

• 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 5 · Ages 6–10 Any toy, any job

  Pupils will be able to:

  • Spot a stereotype in a picture or story and say why it is unfair.
• 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).

Competència específica 3 (ESO) — «Integrar i avaluar les relacions sistèmiques entre l'individu, la societat i la natura i l'ecodependència…»; criteris 3.1: «Avaluar la interconnexió i l'ecodependència de les activitats humanes»; 3.2: «Realitzar i promoure accions que afavoreixen l'assoliment dels objectius de desenvolupament sostenible»

Specific competence 3 (ESO Year 4) — Integrate and evaluate systemic relationships and ecodependence; 3.1: evaluate the interconnection and ecodependence of human activities; 3.2: carry out and promote actions that advance the SDGs.

Code: CE 3; 3.1; 3.2

• SDG 12
• SDG 13
• SDG 15
• SDG 17

• Ages 14–16

• SDG 12 · Ages 14–16 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).
• SDG 13 · Ages 14–16 From evidence to action: making a climate campaign

  Pupils will be able to:

  • Design a campaign with a clear message, audience and one specific ask.
• SDG 15 · Ages 14–16 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Model a food web and predict the effects of removing one species.
• SDG 17 · Ages 14–16 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.

Criteris 2.5–2.6 (ESO) — «…prevenció de la desigualtat i la discriminació per raó de gènere»; «…en la promoció de la pau, dels drets humans, del respecte per la diversitat»

Criteria 2.5–2.6 (ESO) — preventing inequality and gender discrimination; promoting peace, human rights and respect for diversity.

Code: 2.5; 2.6

• SDG 5
• SDG 10
• SDG 16

• Ages 14–16

• SDG 5 · Ages 14–16 Counting the voices: who makes the decisions?

  Pupils will be able to:

  • Explain at least 3 causes of the gender pay gap.
• SDG 10 · Ages 14–16 Different starts: understanding inequality

  Pupils will be able to:

  • Explain how inequality of opportunity affects life outcomes, using a simulation with fictional characters.
• SDG 16 · Ages 14–16 Trust and accountability: how fair decisions are made

  Pupils will be able to:

  • Propose changes that make a system fairer and more accountable.

CC4 (primària) — «Identificar les relacions sistèmiques entre les accions humanes i l'entorn» … «iniciar en l'adopció d'hàbits de vida sostenibles, per contribuir a la conservació de la biodiversitat»

CC4 (Primary) — Identify systemic relationships between human actions and the environment; begin adopting sustainable habits to help conserve biodiversity.

Code: CC4

• SDG 12
• 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:

  • Plan a bee-friendly space and explain how it helps.
• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Name one thing they could reuse instead of throwing away.

CC4 (ESO) — «relacions sistèmiques d'interdependència, ecodependència i interconnexió entre actuacions locals i globals» … «un estil de vida sostenible i ecosocialment responsable»

CC4 (ESO) — systemic interdependence, ecodependence and local-global interconnection; a sustainable, eco-socially responsible lifestyle.

Code: CC4

• SDG 12
• SDG 13
• SDG 15
• SDG 17

• Ages 11–13
• Ages 14–16

• 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 14–16 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).
• SDG 15 · Ages 14–16 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Model a food web and predict the effects of removing one species.
• SDG 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.

CC2 — primària: participació comunitària orientada a «els objectius de desenvolupament sostenible»; ESO: «compromís amb la igualtat de gènere, la cohesió social, el desenvolupament sostenible i l'assoliment de la ciutadania mundial»

CC2 — Primary: community participation oriented to the SDGs; ESO: commitment to gender equality, social cohesion, sustainable development and global citizenship.

Code: CC2

• SDG 5
• SDG 11
• SDG 17

• Ages 6–10
• Ages 11–13
• Ages 14–16

• SDG 11 · Ages 6–10 My dream street

  Pupils will be able to:

  • 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:

  • Plan and justify a small improvement to a school or local space.
• SDG 11 · Ages 14–16 Who is the city for? Auditing how people move

  Pupils will be able to:

  • Propose 3 evidence-based improvements and identify who the current system serves worst.
• SDG 17 · Ages 14–16 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.
• SDG 5 · Ages 14–16 Counting the voices: who makes the decisions?

  Pupils will be able to:

  • Evaluate which cause a school or young people could realistically influence.

Competència 5 — «identificar les matemàtiques implicades en altres àrees o amb la vida quotidiana»; criteri 5.2: «Reconèixer les matemàtiques presents en la vida quotidiana i en altres àrees»

Competence 5 (Primary) — Identify the mathematics involved in other areas and daily life; criterion 5.2.

Code: C5; 5.2

• SDG 6
• SDG 12

• Ages 6–10
• Ages 11–13

• SDG 6 · Ages 6–10 Every drop counts

  Pupils will be able to:

  • Name 3 ways we use water every day.
• 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.
• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Sort clean classroom rubbish into reuse, recycle, compost and landfill.

Competència 2, criteri 2.1 — contextos «(de gènere, de sostenibilitat, de consum responsable...)»; criteri 6.3 — «…davant dels reptes que planteja la societat actual.»

Competence 2, criterion 2.1 (ESO) — check solutions in contexts of gender, sustainability and responsible consumption…; criterion 6.3 — apply mathematics to current societal challenges.

Code: C2; 2.1; 6.3

• SDG 5
• SDG 12
• SDG 13

• Ages 14–16

• SDG 5 · Ages 14–16 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 12 · Ages 14–16 Cradle to grave: the life cycle of a product

  Pupils will be able to:

  • Map the life cycle of a product from raw materials to disposal and identify its biggest impact point.
• SDG 13 · Ages 14–16 From evidence to action: making a climate campaign

  Pupils will be able to:

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

Sabers — «Reptes del món actual»: «Objectius de desenvolupament sostenible»; «Emergència climàtica. Consciència global i sostenibilitat.»; «Sostenibilitat i producció d'aliments.»

Knowledge ('sabers') — Challenges of today's world: the SDGs; climate emergency, global awareness and sustainability; sustainability and food production.

• SDG 2
• SDG 13
• SDG 17

• Ages 11–13
• Ages 14–16

• 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 2 · Ages 14–16 Why do people go hungry in a world with enough food?

  Pupils will be able to:

  • Analyse how conflict, climate shocks, poverty and prices interact to cause hunger.
• SDG 13 · Ages 14–16 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 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.

Sabers — «Biodiversitat, recursos naturals i desigualtat»; «Concentració i distribució de la riquesa. Desigualtats i justícia social.»; «Consciència ambiental. Responsabilitat ecosocial.»

Knowledge — biodiversity, natural resources and inequality; distribution of wealth, inequality and social justice; environmental awareness and eco-social responsibility.

• SDG 1
• SDG 10
• SDG 15

• Ages 14–16

• SDG 1 · Ages 14–16 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.
• SDG 10 · Ages 14–16 Different starts: understanding inequality

  Pupils will be able to:

  • Use data to describe one inequality in at least 3 places.
• SDG 15 · Ages 14–16 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Explain the main drivers of biodiversity loss identified by IPBES.