Japan: Eco Heroes in the national curriculum

持続可能な社会の創り手となることができるようにすることが求められる。

Each pupil is to be enabled to be a builder (creator) of a sustainable society.

Code: 前文

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 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.

豊かな創造性を備え持続可能な社会の創り手となることが期待される児童（生徒）に，生きる力を育むことを目指す

Schools aim to foster 'zest for living' in pupils who are expected to become creative builders of a sustainable society.

Code: 総則 第1の3

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.

B(4) 天気の変化

B(4) Weather changes: weather relates to the volume and movement of clouds and can be predicted using meteorological information.

Code: 第5学年 B(4)

• 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).

A(4) 電気の利用

A(4) Use of electricity: electricity can be generated and stored, and converted into light, sound, heat and movement.

Code: 第6学年 A(4)

• SDG 7

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

B(3) 生物と環境（人と環境を含む）

B(3) Living things and the environment: living things relate to their surroundings through water and air; there are eat-or-be-eaten relationships; humans interact with the environment and devise better ways to live (water circulation to be mentioned).

Code: 第6学年 B(3)

• SDG 14
• SDG 15

• Ages 11–13

• SDG 15 · Ages 11–13 Pollinator power

  Pupils will be able to:

  • Explain what pollination is and why many food crops depend on animal pollinators.
• SDG 14 · Ages 11–13 Plastic interceptors: a litter survey

  Pupils will be able to:

  • Carry out a safe litter survey and classify what is found.

生命を尊重し，自然環境の保全に寄与する態度を養うこと

Help pupils develop attitudes to respect life and contribute to the conservation of the natural environment; ensure a basic understanding of disasters.

Code: 第3 2(3)(4)

• 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.

内容(2) 人々の健康や生活環境を支える事業：飲料水，電気，ガスの「安全で安定的」な供給，廃棄物の「衛生的な処理」

Content (2) Services that support people's health and living environment: safe and stable supply of drinking water, electricity and gas, and hygienic waste treatment.

Code: 第4学年 内容(2)

• SDG 6
• SDG 12

• Ages 6–10

• SDG 6 · Ages 6–10 Every drop counts

  Pupils will be able to:

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

  Pupils will be able to:

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

我が国の国土の自然環境と国民生活との関連（自然災害，森林，公害の防止）

Links between Japan's natural environment and people's lives: natural disasters, forests (now treated separately from disasters) and pollution prevention.

Code: 第5学年 内容(5)

• 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 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.

グローバル化する世界と日本の役割（国際交流の果たす役割を考え…）

The globalising world and Japan's role, including the role of international exchange and cooperation.

Code: 第6学年 内容(3)

• SDG 17

• Ages 11–13

• SDG 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.

C 消費生活・環境 (2) 環境に配慮した生活 — ア 身近な環境との関わり，物の使い方／イ 環境に配慮した物の使い方の工夫

C Consumer life and environment (2) Environmentally conscious living: relations with the immediate environment and how things are used; devising environmentally friendly ways to use things.

Code: C(2)

• SDG 12

• Ages 6–10
• Ages 11–13

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

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

C 消費生活・環境 (1) 物や金銭の使い方と買物 — 買物の仕組みや消費者の役割，物や金銭の大切さ，計画的な使い方

C(1) Use of goods and money and shopping: how shopping works, the consumer's role, the value of goods and money, planned use (framed as building independent consumers for a sustainable society).

Code: C(1)

• SDG 1
• SDG 12

• Ages 6–10
• 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 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.

D 自然愛護 — (18)［第1・2学年］身近な自然に親しみ，動植物に優しい心で接すること／(19)［第3・4学年］自然のすばらしさや不思議さを感じ取り，自然や動植物を大切にすること

D Love of nature: Grades 1–2, become familiar with nature and treat animals and plants kindly; Grades 3–4, feel the wonder of nature and care for nature, animals and plants.

Code: D 自然愛護 (18)(19)

• 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.

D 自然愛護 (20)［第5・6学年］自然の偉大さを知り，自然環境を大切にすること

D Love of nature, Grades 5–6: know the greatness of nature and value the natural environment.

Code: D 自然愛護 (20)

• SDG 14
• SDG 15

• Ages 11–13

• 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.

C 国際理解，国際親善 (18)［第5・6学年］他国の人々や文化について理解し，日本人としての自覚をもって国際親善に努めること

C International understanding and goodwill, Grades 5–6: understand people and cultures of other countries and work for international goodwill.

Code: C 国際理解，国際親善 (18)

• SDG 4
• SDG 17

• Ages 11–13

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

  Pupils will be able to:

  • Identify at least 4 barriers that keep children out of school (distance, cost, work, gender, disability, conflict).
• SDG 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.

目標を実現するにふさわしい探究課題…例えば，国際理解，情報，環境，福祉・健康などの現代的な諸課題に対応する横断的・総合的な課題…

Inquiry themes should include, for example, cross-curricular issues such as international understanding, information, environment, and welfare and health (described in the official commentary as 'all issues related to realising a sustainable society').

Code: 第5章 第2の3(5)（解説 第3章第3節）

1–17All 17 goals

• Ages 6–10
• Ages 11–13

All 17 goals have a lesson plan in each of these age bands. For example:

• 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 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.

(7) 科学技術と人間 — エネルギーとエネルギー資源／自然環境の保全と科学技術の利用

(7) Science and technology and humans: energy and energy resources (hydro, thermal, nuclear, solar etc.; efficient use); conservation of the natural environment and use of science and technology ('recognize that building a sustainable society is important').

Code: 第1分野 (7)

• SDG 7
• SDG 12

• Ages 14–16

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

  Pupils will be able to:

  • Explain why the energy transition is a whole-system change, not a single switch.
• 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.

(7) 自然と人間 — 自然界のつり合い／自然環境の調査と環境保全／地域の自然災害

(7) Nature and humans: balance in the natural world; investigating and conserving the natural environment; natural disasters in the local area; climate change and non-native organisms are also to be mentioned.

Code: 第2分野 (7)

• SDG 13
• 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 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.

D 私たちと国際社会の諸課題 (1) 世界平和と人類の福祉の増大

D Us and the issues of international society (1) World peace and the increase of human welfare (the commentary says UN efforts for sustainable development are also to be covered).

Code: 公民的分野 D(1)

• SDG 1
• 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:

  • Explain why transparency, accountability and participation build trust in institutions.
• SDG 1 · Ages 14–16 What actually works against poverty?

  Pupils will be able to:

  • Evaluate two real anti-poverty programmes (cash transfers and microcredit) against agreed criteria.

D 私たちと国際社会の諸課題 (2) よりよい社会を目指して

D(2) Towards a better society: investigating issues and explaining one's own ideas in order to build a sustainable society.

Code: 公民的分野 D(2)

• SDG 1
• SDG 11
• SDG 13

• 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 1 · Ages 14–16 What actually works against poverty?

  Pupils will be able to:

  • Propose a realistic 3-point local plan to reduce poverty and identify who might resist it.