Italy: Eco Heroes in the national curriculum

L. 92/2019, art. 3, c. 1, lett. b) — «Agenda 2030 per lo sviluppo sostenibile, adottata dall'Assemblea generale delle Nazioni Unite il 25 settembre 2015»

Law 92/2019, art. 3(1)(b) — the 2030 Agenda for Sustainable Development, adopted by the UN General Assembly on 25 September 2015.

Code: L. 92/2019 art. 3 c. 1 b)

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).

L. 92/2019, art. 3, c. 1, lett. e) — «educazione ambientale, sviluppo eco-sostenibile e tutela del patrimonio ambientale»; c. 2 — «l'educazione alla salute e al benessere»

Law 92/2019, art. 3(1)(e) — environmental education, eco-sustainable development and protection of environmental heritage; art. 3(2) — health and well-being education.

Code: L. 92/2019 art. 3 c. 1 e); c. 2

• SDG 3
• SDG 13
• SDG 14
• SDG 15

• Ages 6–10
• Ages 11–13
• Ages 14–16

• 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 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 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 14–16 Pull one thread: food webs and extinction

  Pupils will be able to:

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

Traguardo 1 — «Sviluppare atteggiamenti e adottare comportamenti fondati sul rispetto di ogni persona, sulla responsabilità individuale, …»

Goal 1 — Develop attitudes and behaviour based on respect for every person and individual responsibility…

Code: Traguardo 1

• SDG 5
• SDG 10
• SDG 16

• Ages 6–10
• Ages 11–13

• 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 6–10 Everyone belongs

  Pupils will be able to:

  • Spot when someone might feel left out and suggest a kind action.
  • Say why treating people fairly sometimes means giving different help.
• SDG 16 · Ages 6–10 Peacemakers

  Pupils will be able to:

  • Listen to another person’s point of view without interrupting.
• 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).

Traguardo 4 — «Sviluppare atteggiamenti e comportamenti responsabili volti alla tutela della salute e del benessere psicofisico.»; obiettivo (primaria): «Conoscere e attuare le principali regole per la cura della salute… dal punto di vista igienico-sanitario, alimentare, motorio, comportamentale.»

Goal 4 — Responsible behaviour to protect health and psychophysical well-being; primary objective: know and apply the main rules for health (hygiene, food, movement, behaviour).

Code: Traguardo 4

• 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).

Traguardo 4, obiettivo (secondaria) — «…apprendere un salutare stile di vita anche in ambienti sani ed un corretto regime alimentare.»

Goal 4, lower-secondary objective — learn a healthy lifestyle, in healthy environments, with a balanced diet.

Code: Traguardo 4

• 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.

Traguardo 5 — «Comprendere l'importanza della crescita economica e del lavoro.»; obiettivi (primaria): «Riconoscere il valore del lavoro.»; «mettere in atto comportamenti alla propria portata che riducano l'impatto negativo delle attività quotidiane sull'ambiente»

Goal 5 — Understand the importance of economic growth and work; primary objectives: recognise the value of work; adopt behaviour within one's reach that reduces the negative environmental impact of daily activities.

Code: Traguardo 5

• SDG 8
• SDG 12
• SDG 13

• Ages 6–10

• SDG 8 · Ages 6–10 Who made my pencil?

  Pupils will be able to:

  • Explain that every job deserves fair pay and safe conditions.
• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

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

Traguardo 5, obiettivi (secondaria) — «…per ipotizzare soluzioni responsabili per la tutela della biodiversità»; «…risparmio energetico, smaltimento e riuso dei rifiuti, forme di economia circolare.»

Goal 5, lower-secondary objectives — propose responsible solutions to protect biodiversity; energy saving, waste disposal and reuse, circular economy.

Code: Traguardo 5

• SDG 7
• SDG 12
• SDG 14
• SDG 15

• Ages 11–13

• 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:

  • Explain why repairing and reusing products saves resources and money.
• SDG 15 · Ages 11–13 Pollinator power

  Pupils will be able to:

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

Traguardo 6 — «Comprendere le cause dei cambiamenti climatici, gli effetti sull'ambiente e i rischi legati all'azione dell'uomo sul territorio…»; obiettivo (primaria): «Individuare alcune trasformazioni ambientali e gli effetti del cambiamento climatico.»

Goal 6 — Understand the causes of climate change, its environmental effects and the risks of human action on the land; primary objective: identify some environmental changes and effects of climate change.

Code: Traguardo 6

• SDG 13

• Ages 6–10

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

  Pupils will be able to:

  • Explain the difference between weather (today) and climate (the usual weather over many years).
  • Describe, with a simple model, how gases around the Earth trap heat like a blanket.

Traguardo 6, obiettivi (secondaria) — «Riconoscere situazioni di pericolo ambientale, assumendo comportamenti corretti…»; «Individuare, analizzare, illustrare le cause delle trasformazioni ambientali…»

Goal 6, lower-secondary objectives — recognise environmental hazards and respond correctly; identify, analyse and explain the causes of environmental change.

Code: Traguardo 6

• SDG 11
• SDG 13

• Ages 11–13

• 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 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).

Traguardo 7 — «Maturare scelte e condotte di tutela dei beni materiali e immateriali.»; obiettivo (primaria): «Riconoscere, con riferimento all'esperienza, che alcune risorse naturali (acqua, alimenti…) sono limitate e ipotizzare…»

Goal 7 — Make choices that protect tangible and intangible heritage; primary objective: recognise from experience that some natural resources (water, food…) are limited, and suggest…

Code: Traguardo 7

• SDG 6
• SDG 12

• 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.
  • Explain one way to save water, such as fixing a dripping tap.
• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Explain why making less rubbish helps the planet.

Traguardo 7, obiettivo (secondaria) — «Conoscere e confrontare temi e problemi di tutela di ambienti e paesaggi…»

Goal 7, lower-secondary objective — know and compare issues in protecting environments and landscapes.

Code: Traguardo 7

• SDG 11
• SDG 14
• SDG 15

• 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).
• 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.

Traguardo 8, obiettivo (primaria) — «Conoscere e spiegare il valore, la funzione e le semplici regole di uso del denaro…»

Goal 8, primary objective — know and explain the value, function and simple rules for using money.

Code: Traguardo 8

• SDG 1
• SDG 8

• Ages 6–10

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

  Pupils will be able to:

  • Sort at least 8 picture cards into ‘needs’ and ‘wants’ and explain one choice.
• SDG 8 · Ages 6–10 Who made my pencil?

  Pupils will be able to:

  • Explain that every job deserves fair pay and safe conditions.

Traguardo 9, obiettivo (primaria) — «Riconoscere il principio che i beni pubblici sono beni di tutti.»

Goal 9, primary objective — recognise that public goods belong to everyone.

Code: Traguardo 9

• SDG 11

• Ages 6–10

• SDG 11 · Ages 6–10 My dream street

  Pupils will be able to:

  • Name 3 things that make a place safe and friendly for children.
  • Suggest one change that would make a street better for everyone.

Competenza n. 4 — «Sviluppare atteggiamenti e comportamenti responsabili volti alla tutela della salute…» (prevenzione delle dipendenze, stili di vita sani)

Competence 4 (second cycle) — responsible behaviour to protect health (addiction prevention, healthy lifestyles).

Code: Competenza n. 4

• SDG 3

• Ages 14–16

• SDG 3 · Ages 14–16 Mind matters: mental health is health

  Pupils will be able to:

  • Identify common challenges facing teenagers and the protective factors that help.

Competenza n. 5 — «Comprendere l'importanza della crescita economica.» (sviluppo sostenibile, biodiversità, economia circolare)

Competence 5 (second cycle) — understand the importance of economic growth (sustainable development, biodiversity, circular economy).

Code: Competenza n. 5

• SDG 8
• SDG 12
• SDG 15

• 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).
• 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.

Competenza n. 6 — «Acquisire la consapevolezza delle situazioni di rischio del proprio territorio.» (rischi, emergenze, energia, politiche ambientali)

Competence 6 (second cycle) — become aware of the risks in one's local area (emergencies, energy, environmental policy).

Code: Competenza n. 6

• SDG 7
• SDG 11
• SDG 13

• Ages 14–16

• 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.
• 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 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.

Problemi globali — «il degrado ambientale, il caos climatico, le crisi energetiche…»

Global problems that schools must help pupils understand: environmental degradation, climate chaos, energy crises…

Code: D.M. 254/2012

• SDG 7
• SDG 13
• SDG 15

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

  Pupils will be able to:

  • Explain the difference between weather (today) and climate (the usual weather over many years).
• 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 15 · Ages 11–13 Pollinator power

  Pupils will be able to:

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