Luxembourg: Eco Heroes in the national curriculum

It is a planning aid for teachers, not an official alignment: no education authority has reviewed, approved or accredited Eco Heroes. Always check the current official documents that apply to your school.

Last checked: October 2026. The lesson-plan references were checked against our 51 lesson plans in October 2026. Official curriculum wording is quoted in its original language, followed by our own English translation (not an official one).

Elements: 21

Framework: Plan d’études de l’enseignement fondamental (2026)Curriculum (plan d’études) for basic education, cycles 1–4 (2026 edition)
Legal reference: Règlement grand-ducal modifié du 11 août 2011 fixant le plan d’études pour les quatre cycles de l’enseignement fondamental (refonte : projet de règlement grand-ducal, Conseil d’État n° 62.468, avis du 27 mars 2026); loi du 20 juillet 2023 relative à l’obligation scolaire (Mémorial A n° 460, 27.7.2023)
Year: 2026

How sustainability appears

The 2026 plan d’études (MENJE / SCRIPT) applies to cycles 1 and 2 from the 2026/2027 school year and to cycles 3 and 4 from 2027/2028. It is built on five key competences and, for cycles 2–4, six domains, including 'l’éveil aux sciences et les sciences humaines et naturelles' and 'la vie en commun et les valeurs enseignées à travers le cours « vie et société »'. The science domain's aims refer to 'les enjeux du développement durable', and the Vie et société descriptors move from simple actions for nature (cycle 2) to environmental threats and responsible consumption (cycle 3) and climate change (cycle 4). The government also names 'développement durable, environnement et consommation responsable' as one of seven transversal themes. The 2023 Compulsory Schooling Act, which covers ages 4 to 18, lists 'le respect de l’environnement et la sensibilisation au développement durable' among the areas all teaching develops.

Stages and Eco Heroes age bands
Stage	Ages	Eco Heroes age bands
Enseignement fondamental — cycle 1 (éducation précoce et préscolaire)	3–6	Outside the Eco Heroes age bands
Enseignement fondamental — cycles 2 et 3	6–10	Ages 6–10
Enseignement fondamental — cycle 4	10–12	Ages 6–10 Ages 11–13
Enseignement secondaire classique et général	12–19	Ages 11–13 Ages 14–17

Luxembourg: curriculum elements the Eco Heroes lesson plans can support
Subject or area	Curriculum element	Goals	Ages	How the lesson plans support it	Source
Loi du 20 juillet 2023 relative à l’obligation scolaire — domaines de l’enseignementCompulsory Schooling Act of 20 July 2023 — areas of teachingEnseignement fondamental et secondaire (obligation scolaire, 4–18 ans)	Art. 3, par. 2, 4° — tout enseignement développe progressivement les compétences, les connaissances et les attitudes en particulier dans « le respect de l’environnement et la sensibilisation au développement durable » Art. 3(2)(4) — all teaching progressively develops competences, knowledge and attitudes, in particular respect for the environment and awareness of sustainable development. Code: Loi du 20 juillet 2023, art. 3, par. 2, 4°	All 17 goals	Ages 6–10 Ages 11–13 Ages 14–17	All 17 goals have a lesson plan in each of these age bands. For example: SDG 17 · Ages 6–10 Better together Pupils will be able to: Explain that the 17 goals need everyone working together. 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 14–17 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).	Official source ↗
Loi du 20 juillet 2023 relative à l’obligation scolaire — objectifs et valeursCompulsory Schooling Act of 20 July 2023 — aims and valuesEnseignement fondamental et secondaire (obligation scolaire, 4–18 ans)	Art. 1 — tout enseignement contribue à transmettre « le respect de la culture nationale, le respect du pluralisme des cultures et le respect du milieu naturel. » Art. 1 — all teaching helps pass on respect for the national culture, for cultural pluralism and for the natural environment. Code: Loi du 20 juillet 2023, art. 1	SDG 15	Ages 6–10 Ages 11–13 Ages 14–17	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. SDG 15 · Ages 14–17 Pull one thread: food webs and extinction Pupils will be able to: Explain the main drivers of biodiversity loss identified by IPBES.	Official source ↗
Loi du 20 juillet 2023 relative à l’obligation scolaire — domaines de l’enseignementCompulsory Schooling Act of 20 July 2023 — areas of teachingEnseignement fondamental et secondaire (obligation scolaire, 4–18 ans)	Art. 3, par. 2, 6° — « l’éthique, la philosophie, les cultures, la vie en commun, les valeurs, le respect de soi et le respect d’autrui, » […] Art. 3(2)(6) — ethics, philosophy, cultures, living together, values, self-respect and respect for others (the point goes on to religions and civic education). Code: Loi du 20 juillet 2023, art. 3, par. 2, 6°	SDG 10 SDG 16	Ages 6–10 Ages 11–13 Ages 14–17	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). SDG 16 · Ages 14–17 Trust and accountability: how fair decisions are made Pupils will be able to: Explain why transparency, accountability and participation build trust in institutions.	Official source ↗
Éveil aux sciences, sciences humaines et naturelles — finalités du domaineScience awareness, human and natural sciences — aims of the domainEnseignement fondamental — cycles 2 à 4	« Cette compréhension globale du monde nourrit leur réflexion sur les enjeux du développement durable » This overall understanding of the world feeds pupils’ thinking about the challenges of sustainable development.	All 17 goals	Ages 6–10 Ages 11–13	All 17 goals have a lesson plan in each of these age bands. For example: SDG 17 · Ages 6–10 Better together Pupils will be able to: Explain that the 17 goals need everyone working together. SDG 17 · Ages 11–13 The goals hold hands Pupils will be able to: Explain at least 3 links between different SDGs. Build a connection web showing how progress on one goal helps others.	Official source ↗
Vie en commun et valeurs – Vie et société — finalités du domaineLiving together and values – ‘Life and society’ — aims of the domainEnseignement fondamental — cycles 1 à 4	« Le domaine vise à poser les fondements du vivre-ensemble dans notre société démocratique. » The domain aims to lay the foundations for living together in our democratic society.	SDG 10 SDG 16	Ages 6–10 Ages 11–13	SDG 16 · Ages 6–10 Peacemakers Pupils will be able to: Listen to another person’s point of view without interrupting. Suggest a fair solution that works for both sides. SDG 10 · Ages 6–10 Everyone belongs Pupils will be able to: Explain what it means to include someone. 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.	Official source ↗
Éveil aux sciences, sciences humaines et naturelles — Nature et hommeScience awareness, human and natural sciences — nature and peopleEnseignement fondamental — cycle 2	« décrire des changements saisonniers visibles chez des êtres vivants (plantes ou animaux) » Describe visible seasonal changes in living things (plants or animals).	SDG 13 SDG 15	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). 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.	Official source ↗
Vie en commun et valeurs – Vie et société — L’humain, la nature et la technologieLiving together and values – ‘Life and society’ — people, nature and technologyEnseignement fondamental — cycle 2	« adopter des gestes simples en faveur de la nature (par exemple : tri des déchets, économie des ressources) ; » Adopt simple actions that help nature (for example sorting waste, saving resources).	SDG 6 SDG 7 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. 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 7 · Ages 6–10 Sun power Pupils will be able to: Explain one way to save energy at school.	Official source ↗
Vie en commun et valeurs – Vie et société — L’humain, la nature et la technologieLiving together and values – ‘Life and society’ — people, nature and technologyEnseignement fondamental — cycle 2	« identifier des biens de consommation et expliquer pourquoi il est important d’en prendre soin ; » Identify consumer goods and explain why it is important to take care of them.	SDG 8 SDG 12	Ages 6–10	SDG 12 · Ages 6–10 Bin detectives Pupils will be able to: Name one thing they could reuse instead of throwing away. SDG 8 · Ages 6–10 Who made my pencil? Pupils will be able to: Name at least 4 jobs needed to make and deliver an everyday object.	Official source ↗
Éveil aux sciences, sciences humaines et naturelles — Nature et hommeScience awareness, human and natural sciences — nature and peopleEnseignement fondamental — cycle 3	« décrire les grandes étapes du cycle de vie d’êtres vivants […] en lien avec leur habitat » Describe the main stages in the life cycle of living things in relation to their 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. Explain why every living thing matters in a habitat.	Official source ↗
Vie en commun et valeurs – Vie et société — L’humain, la nature et la technologieLiving together and values – ‘Life and society’ — people, nature and technologyEnseignement fondamental — cycle 3	« identifier les menaces qui pèsent sur l’environnement (par exemple : pollution, gaspillage, déforestation) ; » Identify threats to the environment (for example pollution, waste, deforestation).	SDG 12 SDG 14 SDG 15	Ages 6–10	SDG 14 · Ages 6–10 Ocean in a bottle Pupils will be able to: Show with a model how pollution spreads through water. Explain that most rubbish in the sea starts on land. SDG 15 · Ages 6–10 Minibeast safari Pupils will be able to: Explain why every living thing matters in a habitat. SDG 12 · Ages 6–10 Bin detectives Pupils will be able to: Explain why making less rubbish helps the planet.	Official source ↗
Vie en commun et valeurs – Vie et société — L’humain, la nature et la technologieLiving together and values – ‘Life and society’ — people, nature and technologyEnseignement fondamental — cycle 3	« expliquer les conséquences de certains choix de consommation sur l’environnement et la santé et adopter des gestes responsables ; » Explain the consequences of some consumer choices for the environment and health, and adopt responsible habits.	SDG 3 SDG 12	Ages 6–10	SDG 12 · Ages 6–10 Bin detectives Pupils will be able to: Explain why making less rubbish helps the planet. Name one thing they could reuse instead of throwing away. 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).	Official source ↗
Vie en commun et valeurs – Vie et société — L’humain, la nature et la technologieLiving together and values – ‘Life and society’ — people, nature and technologyEnseignement fondamental — cycle 3	« évaluer l’impact environnemental de ses choix de consommation ; » « concevoir et mettre en œuvre un projet collectif visant à promouvoir une consommation plus responsable » Assess the environmental impact of one’s consumer choices; design and carry out a group project to promote more responsible consumption.	SDG 12 SDG 17	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. Name one thing they could reuse instead of throwing away. SDG 17 · Ages 6–10 Better together Pupils will be able to: Complete a team challenge that cannot be done alone.	Official source ↗
Vie en commun et valeurs – Vie et société — Grandes questionsLiving together and values – ‘Life and society’ — big questionsEnseignement fondamental — cycle 3	« distinguer ce qui est durable ou éphémère dans son environnement naturel et social ; » « proposer des gestes ou projets concrets pour préserver les éléments durables de son environnement et gérer les ressources limitées ; » Tell apart what is lasting and what is short-lived in one’s natural and social surroundings; propose concrete actions or projects to preserve what lasts and manage limited resources.	SDG 6 SDG 7 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 7 · Ages 6–10 Sun power Pupils will be able to: Explain one way to save energy at school. SDG 12 · Ages 6–10 Bin detectives Pupils will be able to: Name one thing they could reuse instead of throwing away.	Official source ↗
Vie en commun et valeurs – Vie et société — Formes de vie, monde et sociétéLiving together and values – ‘Life and society’ — ways of life, world and societyEnseignement fondamental — cycle 3	« illustrer et expliquer les droits et devoirs des enfants. » Illustrate and explain children’s rights and duties.	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).	Official source ↗
Éveil aux sciences, sciences humaines et naturelles — Nature et hommeScience awareness, human and natural sciences — nature and peopleEnseignement fondamental — cycle 4	« identifier la diversité des êtres vivants et faire le lien avec leurs milieux de vie ; » « représenter les relations entre plusieurs êtres vivants dans un écosystème local à l’aide d’un schéma, d’un dessin ou d’une maquette ; » Identify the diversity of living things and link it to their habitats; represent the relationships between several living things in a local ecosystem with a diagram, drawing or model.	SDG 15	Ages 6–10 Ages 11–13	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. 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. Plan a bee-friendly space and explain how it helps.	Official source ↗
Éveil aux sciences, sciences humaines et naturelles — Terre et espaceScience awareness, human and natural sciences — Earth and spaceEnseignement fondamental — cycle 4	« expliquer l’impact des activités humaines sur différents types d’espaces géographiques ; » Explain the impact of human activities on different types of geographical space.	SDG 11 SDG 14	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). Collect and compare temperature or observation data from green and paved areas. SDG 14 · Ages 11–13 Plastic interceptors: a litter survey Pupils will be able to: Use data to identify the main sources of litter in an area.	Official source ↗
Vie en commun et valeurs – Vie et société — L’humain, la nature et la technologieLiving together and values – ‘Life and society’ — people, nature and technologyEnseignement fondamental — cycle 4	« expliquer les enjeux environnementaux actuels et adopter des comportements écoresponsables au quotidien ; » Explain current environmental issues and adopt environmentally responsible behaviour in daily life.	SDG 7 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. 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.	Official source ↗
Vie en commun et valeurs – Vie et société — L’humain, la nature et la technologieLiving together and values – ‘Life and society’ — people, nature and technologyEnseignement fondamental — cycle 4	« décrire le lien entre modes de consommation et pression sur les ressources naturelles ; » Describe the link between consumption patterns and pressure on natural resources.	SDG 2 SDG 6 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 6 · Ages 11–13 The water diary: how much do we really use? Pupils will be able to: Estimate personal daily water use from a diary of activities. Compare that use with the reality for people who must carry their water. SDG 2 · Ages 11–13 Food waste detectives Pupils will be able to: Explain why wasting food also wastes water, land, energy and work.	Official source ↗
Vie en commun et valeurs – Vie et société — L’humain, la nature et la technologieLiving together and values – ‘Life and society’ — people, nature and technologyEnseignement fondamental — cycle 4	« analyser les causes et les conséquences du changement climatique […] » Analyse the causes and consequences of climate change (the descriptor continues with proposing solutions).	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: Describe, with a simple model, how gases around the Earth trap heat like a blanket. 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. Identify the main sources of carbon in a typical day.	Official source ↗
Vie en commun et valeurs – Vie et société — Formes de vie, monde et sociétéLiving together and values – ‘Life and society’ — ways of life, world and societyEnseignement fondamental — cycle 4	« expliquer les fondements de la démocratie et proposer des actions concrètes pour renforcer le vivre-ensemble » Explain the foundations of democracy and propose concrete actions to strengthen living together.	SDG 16	Ages 6–10 Ages 11–13	SDG 16 · Ages 6–10 Peacemakers Pupils will be able to: Suggest a fair solution that works for both sides. 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. Identify who a rule might accidentally leave out and improve it.	Official source ↗
Vie en commun et valeurs – Vie et société — Formes de vie, monde et sociétéLiving together and values – ‘Life and society’ — ways of life, world and societyEnseignement fondamental — cycle 4	« identifier les grands défis sociaux contemporains et proposer des pistes d’action concrètes pour y répondre ; » Identify the major social challenges of today and propose concrete courses of action to respond to them.	SDG 1 SDG 5 SDG 10	Ages 11–13	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). Identify 3 local services or places that help people who are struggling and describe what one of them does. 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 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.	Official source ↗

Sources

Plan d’études de l’enseignement fondamental (2026) — Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse — SCRIPT (script.lu)
Loi du 20 juillet 2023 relative à l’obligation scolaire (Mémorial A n° 460 du 27 juillet 2023), pièce jointe à une circulaire ministérielle — Gouvernement du Grand-Duché de Luxembourg
Un nouveau plan d’études pour l’enseignement fondamental pour répondre aux enjeux d’aujourd’hui (communiqué, février 2026) — Gouvernement du Grand-Duché de Luxembourg
Avis du Conseil d’État du 27 mars 2026 sur le projet de règlement grand-ducal modifiant le règlement grand-ducal modifié du 11 août 2011 fixant le plan d’études (n° CE 62.468) — Conseil d’État du Grand-Duché de Luxembourg

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