Denmark: Eco Heroes in the national curriculum

§ 1, stk. 1: kundskaber og færdigheder, der "giver dem forståelse for andre lande og kulturer, bidrager til deres forståelse for menneskets samspil med naturen"; stk. 3: "forberede eleverne til deltagelse, medansvar, rettigheder og pligter i et samfund med frihed og folkestyre."

Knowledge and skills that give pupils an understanding of other countries and cultures and of humanity's interaction with nature; prepare pupils for participation, shared responsibility, rights and duties in a society with freedom and democracy.

Code: Folkeskoleloven § 1, stk. 1 og 3

• SDG 13
• SDG 15
• SDG 16
• SDG 17

• Ages 6–10
• 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 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Explain why every living thing matters in a habitat.
• SDG 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.
• SDG 13 · Ages 14–16 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.

"Eleven kan indsamle og undersøge organismer i den nære natur."

The pupil can collect and investigate organisms in nearby nature.

Code: Natur/teknologi, efter 2. klassetrin, Undersøgelse – Organismer

• 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.

"Eleven kan fortælle om enkle råd om sundhed i forhold til egen hverdag."

The pupil can talk about simple health advice relating to their own everyday life.

Code: Natur/teknologi, efter 2. klassetrin, Perspektivering – Mennesket

• SDG 3

• Ages 6–10

• 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).

"Eleven har viden om ressourcer fra hverdagen."

The pupil has knowledge of resources from everyday life.

Code: Natur/teknologi, efter 2. klassetrin, Perspektivering – Teknologi og ressourcer

• SDG 6
• SDG 12

• Ages 6–10

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Sort clean classroom rubbish into reuse, recycle, compost and landfill.
• SDG 6 · Ages 6–10 Every drop counts

  Pupils will be able to:

  • Name 3 ways we use water every day.

"Eleven kan undersøge dyrs og planters tilpasninger til naturen."; "Eleven har viden om dyrs og planters levesteder og livsbetingelser."

The pupil can investigate how animals and plants are adapted to nature; has knowledge of animals' and plants' habitats and living conditions.

Code: Natur/teknologi, efter 4. klassetrin, Undersøgelse – Naturen lokalt og globalt

• 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).

"Eleven har viden om enkle principper for bæredygtighed."; "Eleven kan identificere ressourcebesparende teknologier."

The pupil has knowledge of simple principles of sustainability; can identify resource-saving technologies.

Code: Natur/teknologi, efter 6. klassetrin, Perspektivering – Teknologi og ressourcer

• SDG 7
• SDG 9
• SDG 12

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

  Pupils will be able to:

  • Identify energy being wasted in a building and suggest fixes.

"Eleven kan diskutere energikilder i et bæredygtighedsperspektiv."; "Eleven kan forklare om sammenhænge mellem energiudnyttelse og drivhuseffekt."

The pupil can discuss energy sources from a sustainability perspective; can explain links between energy use and the greenhouse effect.

Code: Natur/teknologi, efter 6. klassetrin, Perspektivering – Stof og energi

• SDG 7
• SDG 13

• 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.
• 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.

Kompetencemål: "Eleven kan træffe begrundede madvalg i forhold til kvalitet, smag og bæredygtighed."; Bæredygtighed og miljø: "Eleven kan analysere fødevaregruppers vej fra jord til bord og til jord igen."

Competence goal: the pupil can make reasoned food choices with regard to quality, taste and sustainability; can analyse food groups' journey from soil to table and back to soil.

Code: Madkundskab, kompetenceområde Fødevarebevidsthed – Bæredygtighed og miljø

• SDG 2

• Ages 11–13

• SDG 2 · Ages 11–13 Food waste detectives

  Pupils will be able to:

  • Explain why wasting food also wastes water, land, energy and work.

Kompetencemål: "Eleven kan træffe begrundede madvalg i forhold til sundhed."; Sundhedsbevidsthed: "Eleven kan vurdere egne madvalg i forhold til sundhed, trivsel og miljø."

The pupil can make reasoned food choices with regard to health; can evaluate own food choices with regard to health, well-being and the environment.

Code: Madkundskab, kompetenceområde Mad og sundhed – Sundhedsbevidsthed

• SDG 3

• Ages 11–13

• 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.

"Eleven kan analysere menneskets påvirkning af vands og kulstofs kredsløb."; "Eleven kan beskrive løsningsforslag i forhold til klimaændringer og global opvarmning."

The pupil can analyse human impact on the water and carbon cycles; can describe proposed solutions to climate change and global warming.

Code: Geografi, efter 9. klassetrin, Perspektivering – Jordkloden og dens klima

• SDG 6
• SDG 13

• Ages 14–16

• 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 6 · Ages 14–16 Hidden water: virtual water and who goes without

  Pupils will be able to:

  • Analyse why water scarcity is often about access and management rather than total supply.

"Eleven kan analysere befolknings- og erhvervsudviklings betydning for bæredygtig udvikling."; "Eleven kan diskutere handlemuligheder for udvikling af et bæredygtigt samfund."

The pupil can analyse the significance of population and economic development for sustainable development; can discuss possible actions for developing a sustainable society.

Code: Geografi, efter 9. klassetrin, Perspektivering – Demografi og erhverv; Globalisering

• SDG 8
• SDG 9
• SDG 11

• Ages 14–16

• SDG 8 · Ages 14–16 Decent work and the hidden cost of cheap goods

  Pupils will be able to:

  • Analyse a supply chain to identify where decent-work risks occur.
• SDG 9 · Ages 14–16 Mind the gap: the digital divide

  Pupils will be able to:

  • Explain how lack of connectivity affects education, work and access to services.
• 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.

"Eleven kan undersøge befolknings- og erhvervsudviklings betydning for levevilkår."

The pupil can investigate the significance of population and economic development for living conditions.

Code: Geografi, efter 9. klassetrin, Undersøgelse – Demografi og erhverv

• SDG 1
• SDG 4
• SDG 10

• 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 4 · Ages 14–16 In school but not learning? The global learning crisis

  Pupils will be able to:

  • Analyse what drives education gaps between regions (poverty, conflict, gender, teacher numbers).
• 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.

"Eleven kan med modeller vurdere betydningen for bæredygtig udvikling af ændringer i levevilkår og naturudnyttelse."

The pupil can use models to assess the significance for sustainable development of changes in living conditions and use of nature.

Code: Geografi, efter 9. klassetrin, Modellering – Naturgrundlag og levevilkår

• SDG 2
• SDG 6
• SDG 15

• Ages 14–16

• 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 6 · Ages 14–16 Hidden water: virtual water and who goes without

  Pupils will be able to:

  • Analyse why water scarcity is often about access and management rather than total supply.
• 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.

"Eleven kan sammenligne konventionelle og økologiske produktionsformer."; "Eleven kan diskutere løsnings- og handlingsmuligheder ved bæredygtig udnyttelse af naturgrundlaget lokalt og globalt."

The pupil can compare conventional and organic production methods; can discuss solutions and actions for sustainable use of natural resources locally and globally.

Code: Biologi, efter 9. klassetrin, Perspektivering – Anvendelse af naturgrundlaget

• SDG 12
• SDG 14

• Ages 14–16

• SDG 14 · Ages 14–16 Fish for the future: overfishing and the commons

  Pupils will be able to:

  • Evaluate a sustainable fishing policy and who bears the costs of overfishing.
• SDG 12 · Ages 14–16 Cradle to grave: the life cycle of a product

  Pupils will be able to:

  • Evaluate policies that push producers and consumers towards circular choices, such as South Korea’s food-waste charges.

"Eleven kan forklare årsager og virkninger af naturlige og menneskeskabte ændringer i økosystemer."; "Eleven kan diskutere miljøpåvirkningers betydning for biodiversitet."

The pupil can explain causes and effects of natural and human-made changes in ecosystems; can discuss the significance of environmental impacts for biodiversity.

Code: Biologi, efter 9. klassetrin, Perspektivering – Økosystemer

• SDG 14
• SDG 15

• Ages 14–16

• 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.
  • Explain the main drivers of biodiversity loss identified by IPBES.
• SDG 14 · Ages 14–16 Fish for the future: overfishing and the commons

  Pupils will be able to:

  • Explain how overfishing can cause fish stocks to collapse, using a simulation.

"Eleven kan forklare miljø- og sundhedsproblemstillinger lokalt og globalt."

The pupil can explain environmental and health issues locally and globally.

Code: Biologi, efter 9. klassetrin, Perspektivering – Krop og sundhed

• SDG 6
• SDG 11

• Ages 14–16

• SDG 11 · Ages 14–16 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.
• SDG 6 · Ages 14–16 Hidden water: virtual water and who goes without

  Pupils will be able to:

  • Analyse why water scarcity is often about access and management rather than total supply.

"Eleven kan redegøre for problemstillinger og muligheder vedrørende bæredygtighed og økonomisk vækst."; Privatøkonomi og forbrugeradfærd: "Eleven kan diskutere rollen som forbruger."

The pupil can explain issues and opportunities concerning sustainability and economic growth; can discuss the role of the consumer.

Code: Samfundsfag, efter 9. klassetrin, Økonomi – Økonomisk vækst og bæredygtighed

• SDG 8
• SDG 12

• Ages 14–16

• SDG 8 · Ages 14–16 Decent work and the hidden cost of cheap goods

  Pupils will be able to:

  • Evaluate actions by consumers, companies and governments to improve working conditions.
• 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).

"Eleven kan beskrive sociale uligheder i Danmark og i verden med begreber og data."

The pupil can describe social inequalities in Denmark and the world using concepts and data.

Code: Samfundsfag, efter 9. klassetrin, Sociale og kulturelle forhold – Social differentiering

• SDG 5
• SDG 10

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

  Pupils will be able to:

  • Use data to describe one inequality in at least 3 places.

Kompetencemål: "Eleven kan tage stilling til politiske problemstillinger lokalt og globalt og komme med forslag til handlinger."; International politik: "Eleven kan diskutere internationale organisationers rolle for konflikt og samarbejde i verden."

Competence goal: the pupil can take a position on political issues locally and globally and propose actions; can discuss the role of international organisations in conflict and cooperation.

Code: Samfundsfag, efter 9. klassetrin, Politik – International politik

• SDG 16
• SDG 17

• Ages 14–16

• SDG 17 · Ages 14–16 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.
• SDG 16 · Ages 14–16 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).

"Eleven kan diskutere demokratiopfattelser og egne muligheder for deltagelse i demokratiet."

The pupil can discuss conceptions of democracy and their own opportunities to participate in democracy.

Code: Samfundsfag, efter 9. klassetrin, Politik – Demokrati

• SDG 13
• SDG 16

• Ages 14–16

• 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.
• SDG 13 · Ages 14–16 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.