France: Eco Heroes in the national curriculum

Domaine « Les êtres vivants dans leur environnement » — thème « Agir pour protéger l'environnement » (CP, CE1, CE2)

Domain 'Living things in their environment' — theme 'Acting to protect the environment' (Years 1–3).

• SDG 12
• SDG 14
• SDG 15

• Ages 6–10

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Explain why making less rubbish helps the planet.
• 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 6–10 Minibeast safari

  Pupils will be able to:

  • Explain why every living thing matters in a habitat.

CP — « Observer son environnement proche : décrire les êtres vivants qui y vivent et les caractéristiques du milieu de vie. »

Year 1 (CP) — Observe the local environment: describe the living things there and the features of the habitat.

• 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).

CE1 — « Déterminer des besoins essentiels pour la croissance d'une plante (eau et lumière) par une démarche expérimentale. »

Year 2 (CE1) — Determine a plant's essential needs (water, light) through experiment.

• SDG 2

• Ages 6–10

• SDG 2 · Ages 6–10 From seed to plate

  Pupils will be able to:

  • Describe what a seed needs to grow (water, warmth, and light once it sprouts).

Domaine « Le corps humain et la santé » — CP : « Identifier quelques règles d'hygiène de vie au quotidien et les relier à sa santé. »

Domain 'The human body and health' — Year 1: identify everyday hygiene rules and link them to health.

• SDG 3

• Ages 6–10

• 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).

CM1 — « Définir un écosystème comme un ensemble d'êtres vivants, leur milieu de vie et leurs relations. »; « Envisager les conséquences d'une action humaine sur un réseau alimentaire. »

Year 4 (CM1) — Define an ecosystem as living things, their habitat and their relationships; consider the effects of a human action on a food web.

• SDG 15

• Ages 6–10

• SDG 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Sort living things into simple groups (plants, insects, other animals).
  • Explain why every living thing matters in a habitat.

CM2 — « Citer des stratégies d'atténuation ou d'adaptation au changement climatique, en privilégiant les exemples locaux. »

Year 5 (CM2) — Name climate-change mitigation or adaptation strategies, using local examples.

• SDG 13

• Ages 6–10
• Ages 11–13

• SDG 13 · Ages 6–10 Weather and climate: Earth’s warm blanket

  Pupils will be able to:

  • Name 2 actions that help the climate (walking, switching off, planting).
• 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.

CM2 — « S'impliquer dans des actions et des projets relatifs à l'éducation au développement durable (EDD) » (changement climatique, biodiversité, gestion des ressources et des déchets)

Year 5 (CM2) — Take part in EDD actions and projects (climate change, biodiversity, resource and waste management).

• 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:

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

  Pupils will be able to:

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

6e — projets autour de « alimentation responsable, santé, biodiversité, eau, énergie, gestion et recyclage des déchets »

Year 6 (6e) — projects on responsible food, health, biodiversity, water, energy, and waste management and recycling.

• SDG 2
• SDG 3
• SDG 6
• SDG 7
• SDG 12
• SDG 15

• Ages 11–13

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

  Pupils will be able to:

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

CP « Règles collectives et l'autonomie » — « L'aider à comprendre le respect qui est dû à l'environnement et au vivant »; notion « Droits de l'enfant » — « savoir que les enfants ont des droits »

Year 1 — help pupils understand the respect owed to the environment and living things; notion 'children's rights'.

• SDG 4
• 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 4 · Ages 6–10 Every child can learn

  Pupils will be able to:

  • Say why going to school matters for children everywhere.

CE2 « L'engagement pour le bien commun » — « l'initiation au développement durable (approche de la notion de ressources naturelles et de biodiversité) »

Year 3 (CE2), 'Commitment to the common good' — introduction to sustainable development (natural resources and biodiversity).

• SDG 6
• SDG 12
• SDG 15

• Ages 6–10

• SDG 6 · Ages 6–10 Every drop counts

  Pupils will be able to:

  • Show that only a tiny part of the Earth’s water is fresh water we can use.
• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Explain why making less rubbish helps the planet.
• SDG 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Explain why every living thing matters in a habitat.

CM2 « Libertés et droits fondamentaux » — « droits environnementaux (Charte de l'environnement) »; « vivre dans un environnement équilibré et respectueux de la santé »

Year 5 (CM2), 'Freedoms and fundamental rights' — environmental rights (Environment Charter); the right to live in a balanced, healthy environment.

• SDG 6

• Ages 11–13

• SDG 6 · Ages 11–13 The water diary: how much do we really use?

  Pupils will be able to:

  • Compare that use with the reality for people who must carry their water.

6e « Représenter les autres et servir l'intérêt général » — « enjeux du développement durable et de la transition écologique »; « À partir d'objectifs de développement durable (ODD 12, 13, 14) »; « éco-délégués »

Year 6 (6e), 'Representing others and serving the general interest' — SD and ecological-transition issues; work from SDGs 12, 13, 14; eco-delegates.

• SDG 12
• SDG 13
• SDG 14

• 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:

  • 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.

5e « La solidarité et ses échelles », notion « Risques environnementaux » — « les risques environnementaux (pollutions, incendies, catastrophes naturelles liées ou non au changement climatique) »; « Agir pour l'égalité femmes-hommes et lutter contre les discriminations »

Year 7 (5e) — environmental risks (pollution, fires, natural disasters, climate-related or not); acting for gender equality and against discrimination.

• SDG 5
• SDG 10
• SDG 13

• Ages 11–13

• 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 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 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.

4e — « [EDD] Aborder un exemple d'action de l'Office français de la biodiversité »; 3e « Les règles du jeu démocratique », notion « Constitution » — « adjonction de la Charte de l'environnement en 2004 »

Years 8–9 (4e–3e) — study an example of action by the French Biodiversity Office; the Environment Charter added to the Constitution in 2004.

• SDG 14
• SDG 15

• 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 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.

4e — « Comparer qualitativement et/ou quantitativement (incidences environnementales, bilan carbone, efficacité énergétique) »; 3e — « Choisir un OST et argumenter ce choix en prenant en compte son cycle de vie et les trois piliers du développement durable »

Years 8–9 — compare technical objects by environmental impact, carbon footprint and energy efficiency; justify a choice using life cycle and the three pillars of SD.

• SDG 7
• SDG 12

• Ages 14–16

• 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 7 · Ages 14–16 Planning the switch: the clean energy transition

  Pupils will be able to:

  • Design a 3-step transition plan for a school or town and evaluate its trade-offs.

« comprendre et adopter un comportement responsable vis-à-vis de l'environnement et des ressources de la planète »

Understand and adopt responsible behaviour towards the environment and the planet's resources.

Code: Domaine 4

• SDG 6
• SDG 7
• SDG 12

• Ages 11–13
• Ages 14–16

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

  Pupils will be able to:

  • Propose a realistic action to reduce hidden water use and evaluate its impact.
• 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.
• 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).

Thème « La planète Terre, l'environnement et l'action humaine » — « identifier les principaux impacts de l'action humaine, bénéfices et risques, à la surface de la planète Terre » ; « envisager ou justifier des comportements responsables face à l'environnement et à la préservation des ressources limitées de la planète »

Theme 'Planet Earth, the environment and human action' — identify the main impacts of human action; consider or justify responsible behaviour towards the environment and limited resources.

• SDG 6
• SDG 13
• SDG 14
• SDG 15

• Ages 14–16

• 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 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 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.
• 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.

Cycle 2 — thème « Gestion durable des ressources naturelles » : « Être sensibilisé à la question des ressources naturelles comme biens communs. » ; thème « Alimentation » : « Comparer des modes de production agricole et les impacts sur l'écosystème »

Cycle 2 — become aware of natural resources as common goods; compare farming methods and their impact on ecosystems.

• SDG 6

• Ages 6–10

• SDG 6 · Ages 6–10 Every drop counts

  Pupils will be able to:

  • Show that only a tiny part of the Earth’s water is fresh water we can use.

Cycle 3 — thème « Eau et changement climatique » : « Repérer des conflits d'usages de l'eau et identifier les valeurs mises en jeu (solidarité, équité, justice). »

Cycle 3 — identify conflicts over water use and the values at stake (solidarity, equity, justice).

• SDG 6

• Ages 11–13

• SDG 6 · Ages 11–13 The water diary: how much do we really use?

  Pupils will be able to:

  • Compare that use with the reality for people who must carry their water.

Cycle 3 — thème « Numérique » : « Estimer son empreinte carbone en utilisant un outil de simulation en ligne dans une perspective d'éducation au choix. » ; thème « Alimentation » : « Reconnaître les aliments ultra-transformés et leurs effets sur la santé. »

Cycle 3 — estimate one's carbon footprint with an online simulator; recognise ultra-processed foods and their health effects.

• 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.

Cycle 4 — « Relier la question de la production alimentaire responsable à différents objectifs de développement durable » ; « Décrire les changements climatiques observés et à venir, en rapport avec le cycle de l'eau »

Cycle 4 — relate responsible food production to several SDGs; describe observed and future climate change in relation to the water cycle.

• SDG 2
• SDG 6
• SDG 13

• 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:

  • Explain the concept of virtual (embedded) water and estimate it for everyday products.
• 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.

Cycle 4 — « Identifier les grandes problématiques mondiales relatives à l'exploitation et à la gestion des ressources. » ; « Mettre en œuvre une démarche scientifique à l'aide du numérique pour collecter, traiter, représenter et exploiter des données. »

Cycle 4 — identify the main global issues in resource exploitation and management; use digital tools to collect, process, represent and use data.

• SDG 6
• SDG 7
• SDG 12

• Ages 14–16

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

  Pupils will be able to:

  • Explain the concept of virtual (embedded) water and estimate it for everyday products.
• SDG 7 · Ages 14–16 Planning the switch: the clean energy transition

  Pupils will be able to:

  • Use data to describe the global gap in electricity and clean cooking access.
• 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.

« L'élection des éco-délégués de classe est désormais obligatoire au collège et au lycée. » « Elle peut également être proposée aux élèves de CM1 et CM2. »

Electing class eco-delegates is compulsory in collège and lycée and may also be offered in CM1–CM2.

Code: MENE2025449C

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 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 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.