Germany: Eco Heroes in the national curriculum

Kernkompetenz 2 – Erkennen von Vielfalt: „die soziokulturelle und natürliche Vielfalt in der Einen Welt erkennen.“

Core competence 2 – Recognising diversity: recognise socio-cultural and natural diversity in the One World.

Code: OR GE Kernkompetenz 2

• SDG 10
• SDG 15

• Ages 6–10
• Ages 14–16

• SDG 10 · Ages 6–10 Everyone belongs

  Pupils will be able to:

  • Explain what it means to include someone.
• SDG 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Sort living things into simple groups (plants, insects, other animals).
• 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.

Kernkompetenz 3 – Analyse des globalen Wandels: „Globalisierungs- und Entwicklungsprozesse mithilfe des Leitbilds der nachhaltigen Entwicklung fachlich analysieren.“

Core competence 3 – Analysis of global change: analyse globalisation and development processes using the guiding principle of sustainable development.

Code: OR GE Kernkompetenz 3

• SDG 1
• SDG 8
• SDG 12
• SDG 13

• Ages 11–13
• 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 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 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 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.

Kernkompetenz 4 – Unterscheidung von Handlungsebenen: „Handlungsebenen vom Individuum bis zur Weltebene in ihrer jeweiligen Funktion für Entwicklungsprozesse erkennen.“

Core competence 4 – Distinguishing levels of action: recognise levels of action from the individual to the global level and their function for development.

Code: OR GE Kernkompetenz 4

• SDG 13
• SDG 16
• SDG 17

• Ages 14–16

• 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.
• 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).

Kernkompetenz 5 – Perspektivenwechsel und Empathie; Kernkompetenz 6 – Kritische Reflexion und Stellungnahme: „durch kritische Reflexion zu Globalisierungs- und Entwicklungsfragen, zu Menschen- und Kinderrechten Stellung beziehen.“

Core competences 5 and 6 – Change of perspective and empathy; critical reflection and taking a position on globalisation and development issues and on human and children's rights.

Code: OR GE Kernkompetenz 5, 6

• SDG 4
• SDG 10
• SDG 16

• Ages 11–13
• Ages 14–16

• SDG 4 · Ages 11–13 The road to school

  Pupils will be able to:

  • Explain how a barrier affects some children more than others.
• 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 11–13 Fair rules for everyone

  Pupils will be able to:

  • Identify who a rule might accidentally leave out and improve it.

Kernkompetenz 8 – Solidarität und Mitverantwortung: „Bereiche persönlicher Mitverantwortung für Mensch und Umwelt erkennen und als Herausforderung annehmen.“

Core competence 8 – Solidarity and shared responsibility: recognise areas of personal co-responsibility for people and the environment and accept them as a challenge.

Code: OR GE Kernkompetenz 8

• SDG 2
• SDG 6
• SDG 13

• 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 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 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.

Kernkompetenz 11 – Partizipation und Mitgestaltung: bereit, „Ziele der nachhaltigen Entwicklung“ zu verfolgen und sich „an ihrer Umsetzung auf gesellschaftlicher und politischer Ebene zu beteiligen.“

Core competence 11 – Participation and co-creation: willing to pursue the goals of sustainable development and to take part in their implementation at social and political level.

Code: OR GE Kernkompetenz 11

• SDG 11
• SDG 13
• SDG 16

• Ages 14–16

• 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 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 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.

KMK-Empfehlung 2024: BNE orientiert sich an der Agenda 2030; die „17 globalen Nachhaltigkeitsziele“ sollen in den Schulalltag einfließen; Kompetenzen wie „systemisches Denken, kritisches Reflektieren und partizipatives Handeln“; Whole School Approach als „Aufgabe der gesamten Schulgemeinschaft“.

KMK Recommendation 2024: ESD is oriented to the 2030 Agenda; the 17 SDGs should flow into everyday school life; competences such as systems thinking, critical reflection and participatory action; whole school approach as a task for the whole school community.

Code: KMK-Empfehlung vom 13.06.2024

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:

  • Build a connection web showing how progress on one goal helps others.
• 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).

Bildung für Nachhaltige Entwicklung (Umweltbildung, Globales Lernen): „Sie entwickeln Verantwortungsbewusstsein für Natur und Umwelt“; „Die Schülerinnen und Schüler eignen sich Wissen über Umwelt- und Entwicklungsprobleme“ an.

ESD (environmental education, global learning): pupils develop a sense of responsibility for nature and the environment and acquire knowledge of environmental and development problems.

Code: LehrplanPLUS übergreifendes Ziel BNE

• SDG 1
• SDG 6
• SDG 12
• SDG 13

• Ages 6–10
• Ages 11–13
• Ages 14–16

• 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).
• 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 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.

HSU1/2 3.2: „sortieren Abfälle, wenden Möglichkeiten der Abfallreduzierung an und begründen die Bedeutung von Abfallvermeidung“

Sort waste, apply ways of reducing waste and justify the importance of waste prevention.

Code: HSU1/2 3.2

• 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.
  • Explain why making less rubbish helps the planet.

HSU1/2 3.1: „beschreiben, wie heimische Tier- und Pflanzenarten an ihren Lebensraum angepasst sind.“

Describe how native animal and plant species are adapted to their habitat.

Code: HSU1/2 3.1

• 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).

HSU1/2 1.1: „versetzen sich in fremde Rollen und Positionen und nehmen eine Situation aus unterschiedlichen Blickwinkeln wahr.“

Put themselves in others' roles and positions and perceive a situation from different viewpoints.

Code: HSU1/2 1.1

• SDG 5
• SDG 10
• SDG 16

• Ages 6–10

• SDG 16 · Ages 6–10 Peacemakers

  Pupils will be able to:

  • Use ‘I feel… when… because…’ to describe a disagreement calmly.
  • Listen to another person’s point of view without interrupting.
• SDG 10 · Ages 6–10 Everyone belongs

  Pupils will be able to:

  • Spot when someone might feel left out and suggest a kind action.
• 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.

HSU3/4 3.3: „erklären die Bedeutung von Wasser als natürlicher Lebensgrundlage (lokal und global)“; „erläutern die Gefährdung von Wasser sowie die Bedeutung von Schutzmaßnahmen und zeigen eine verantwortungsbewusste Haltung.“

Explain the importance of water as a natural basis of life (locally and globally); explain threats to water and the importance of protective measures and show a responsible attitude.

Code: HSU3/4 3.3

• 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.
  • Name 3 ways we use water every day.
  • Explain one way to save water, such as fixing a dripping tap.

HSU3/4 3.2: „erklären Merkmale eines umweltbewussten Umgangs mit Energie, um in ihrem eigenen Einflussbereich entsprechend zu handeln.“; „unterscheiden verschiedene Methoden der Stromerzeugung und beschreiben deren Vor- und Nachteile.“

Explain features of environmentally conscious use of energy in order to act accordingly; distinguish methods of electricity generation and describe their pros and cons.

Code: HSU3/4 3.2

• SDG 7

• Ages 6–10

• SDG 7 · Ages 6–10 Sun power

  Pupils will be able to:

  • Name 3 sources of energy (Sun, wind, fuel such as coal or gas).
  • Explain one way to save energy at school.

HSU3/4 3.1: „reflektieren, woher unsere Lebensmittel kommen, überlegen, warum regionale und überregionale Produkte angeboten werden“; „stellen wechselseitige Abhängigkeiten zwischen Lebewesen dar, indem sie Nahrungsbeziehungen aufzeigen“

Reflect on where our food comes from and why regional and non-regional products are offered; show interdependencies between living things through food relationships.

Code: HSU3/4 3.1

• SDG 2
• SDG 15

• Ages 6–10

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

  Pupils will be able to:

  • Explain why farmers matter for feeding everyone.
• SDG 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Explain why every living thing matters in a habitat.

HSU3/4 1.1: „beschreiben die Bedeutung der Kinderrechte und reflektieren deren Umsetzung in ihrem Umfeld.“; HSU3/4 5.2: „vergleichen ihre eigene Lebenssituation mit der von Menschen in anderen Räumen und erklären die Unterschiede.“

Describe the importance of children's rights and reflect on their implementation in their surroundings; compare their own life situation with that of people elsewhere and explain the differences.

Code: HSU3/4 1.1; HSU3/4 5.2

• SDG 1
• SDG 4

• Ages 6–10

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

  Pupils will be able to:

  • Say why going to school matters for children everywhere.
  • Name one reason some children cannot go to school.
• 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).

Geo5 2: „zeigen die Notwendigkeit zum Schutz der Erde auf und leiten Möglichkeiten eigenen Handelns ab.“; Geo5 4: „stellen Vor- und Nachteile von konventioneller und ökologischer Landwirtschaft gegenüber.“

Show the need to protect the Earth and derive possibilities for their own action; compare advantages and disadvantages of conventional and organic farming.

Code: Geo5 2; Geo5 4

• SDG 13

• Ages 11–13

• 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.

Geo7 6: „stellen begründet die Notwendigkeit zum Schutz der Meere und Küsten dar und entwickeln einen Maßnahmenkatalog.“

Justify the need to protect seas and coasts and develop a catalogue of measures.

Code: Geo7 6

• SDG 14

• 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.

Geo7 5: „diskutieren aktuelle Entwicklungen in Metropolen und ihre Auswirkungen auf das Mensch-Umwelt-System.“

Discuss current developments in metropolises and their effects on the human–environment system.

Code: Geo7 5

• SDG 11

• Ages 11–13

• 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).

PuG9 4 Globalisierung verstehen und mitgestalten: „erkennen die Notwendigkeit internationaler Kooperation zur Lösung globaler Probleme“; „erkennen Möglichkeiten eigener Einflussnahme auf ein aktuelles Handlungsfeld der Globalisierung“

Recognise the need for international cooperation to solve global problems; recognise ways of exerting their own influence on a current field of globalisation.

Code: PuG9 4

• SDG 8
• SDG 12
• 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 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:

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

PuG9 1: „informieren sich über Einhaltung und Umsetzung der UN-Kinderrechte in verschiedenen Staaten der Welt“; „analysieren Mitwirkungsmöglichkeiten Jugendlicher im demokratischen Staat“

Find out about compliance with and implementation of the UN children's rights in various states; analyse young people's opportunities to participate in the democratic state.

Code: PuG9 1

• SDG 8
• SDG 16

• Ages 14–16

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

  Pupils will be able to:

  • Define child labour and explain how it differs from appropriate work for young people.
• 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).

Geo10 4 Klima im Wandel: „erschließen die Ursachen für den zunehmenden anthropogenen Treibhauseffekt“; „beurteilen Folgen des Klimawandels auf unterschiedlichen Maßstabsebenen und stellen mögliche Anpassungsstrategien dar.“

Work out the causes of the increasing anthropogenic greenhouse effect; assess consequences of climate change at different scales and present possible adaptation strategies.

Code: Geo10 4

• 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.

Geo10 2 Leben in der Einen Welt: „nehmen kritisch Stellung zu gängigen Indikatoren zur Bestimmung des Entwicklungsstandes.“; „stellen Merkmale und Probleme von Ländern mit niedrigem Entwicklungsstand dar“

Critically evaluate common indicators of development; present characteristics and problems of countries with a low level of development.

Code: Geo10 2

• 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.