Mexico: Eco Heroes in the national curriculum

Inclusión; Pensamiento crítico; Interculturalidad crítica; Igualdad de género; Vida saludable; Apropiación de las culturas a través de la lectura y la escritura; Artes y experiencias estéticas

The seven cross-cutting axes that run through all four learning fields and all phases: inclusion, critical thinking, critical interculturality, gender equality, healthy living, taking up cultures through reading and writing, and the arts and aesthetic experiences.

Code: Plan de Estudio 2022, índice: ejes articuladores

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 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 6–10 Any toy, any job

  Pupils will be able to:

  • Explain that toys, colours, games and jobs are for everyone.
• 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.

Explica y representa los beneficios de consumir alimentos saludables (frutas, verduras, cereales, leguminosas y de origen animal), y agua simple potable, al compararlos con alimentos con alto contenido de azúcar, grasa y sal, y bebidas azucaradas; toma decisiones a favor de una alimentación saludable.

Pupils explain and represent the benefits of healthy food and plain drinking water compared with food high in sugar, fat and salt and with sugary drinks, and make decisions in favour of healthy eating.

Code: Programa sintético Fase 3, p. 40 (proceso de desarrollo de aprendizaje, 2.º grado)

• SDG 2
• SDG 3

• Ages 6–10

• 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 2 · Ages 6–10 From seed to plate

  Pupils will be able to:

  • Name the parts of a plant we eat (root, stem, leaf, fruit, seed) with one example each.

Describe y representa el efecto que tienen las actividades humanas en plantas, animales, agua, suelo y aire; reflexiona en torno a la manera en cómo se aprovechan y toma decisiones que tengan un menor impacto en el entorno natural y la salud.

Pupils describe and represent the effect of human activities on plants, animals, water, soil and air, reflect on how these are used, and make decisions that have less impact on the natural environment and on health.

Code: Programa sintético Fase 3, p. 42 (proceso de desarrollo de aprendizaje, 1.er grado)

• SDG 12
• SDG 13
• SDG 14

• 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 14 · Ages 6–10 Ocean in a bottle

  Pupils will be able to:

  • Explain that most rubbish in the sea starts on land.
  • Name 2 ways to keep rubbish out of the ocean.
• 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).

Respeto, cuidado y empatía hacia la naturaleza, como parte de un todo interdependiente.

Respect, care and empathy towards nature, as part of an interdependent whole.

Code: Programa sintético Fase 3, panorama de contenidos, p. 12

• 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.

Impacto de las actividades humanas en la naturaleza y sustentabilidad: actividades humanas que afectan a la naturaleza, y la necesidad de establecer compromisos que contribuyan a la preservación, prevención y disminución del impacto socioambiental.

Impact of human activities on nature and sustainability: human activities that affect nature, and the need for commitments that help preserve nature and prevent and reduce social and environmental impact.

Code: Programa sintético Fase 3, panorama de contenidos, p. 12

• SDG 6
• SDG 7
• 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 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.

El derecho a la igualdad de género y vida sin violencia: estereotipos de género que pueden inducir a formas de violencia, desigualdad y discriminación.

The right to gender equality and a life free of violence: gender stereotypes that can lead to forms of violence, inequality and discrimination.

Code: Programa sintético Fase 3, panorama de contenidos, p. 15

• SDG 5

• Ages 6–10

• SDG 5 · Ages 6–10 Any toy, any job

  Pupils will be able to:

  • Explain that toys, colours, games and jobs are for everyone.
  • Spot a stereotype in a picture or story and say why it is unfair.

Responsabilidad compartida en el cuidado de sí y el de nuestro entorno con la familia, la escuela, la comunidad, el uso de internet y redes sociales, para generar espacios de bienestar e inclusión, equidad e igualdad.

Shared responsibility, with family, school and community and in the use of the internet and social media, for caring for oneself and one’s surroundings, to create spaces of well-being, inclusion, equity and equality.

Code: Programa sintético Fase 3, panorama de contenidos, p. 13

• SDG 3
• SDG 10

• Ages 6–10

• SDG 10 · Ages 6–10 Everyone belongs

  Pupils will be able to:

  • Explain what it means to include someone.
  • Spot when someone might feel left out and suggest a kind action.
• 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).

Sentido de comunidad y satisfacción de necesidades humanas.

Sense of community and meeting human needs.

Code: Programa sintético Fase 3, panorama de contenidos, p. 16

• SDG 1

• 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.
  • Name 3 things every child needs to live well (for example food, clean water, a safe home, school, health care).
  • Suggest one way a community can help a family that does not have enough.

Propone y practica acciones de consumo responsable para prevenir o mitigar la contaminación de agua, aire y suelo, así como la generación de residuos sólidos.

Pupils propose and carry out responsible-consumption actions to prevent or reduce pollution of water, air and soil and the generation of solid waste.

Code: Programa sintético Fase 4, p. 45 (proceso de desarrollo de aprendizaje, 4.º grado)

• SDG 12
• SDG 14

• 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.
  • Name one thing they could reuse instead of throwing away.
• SDG 14 · Ages 6–10 Ocean in a bottle

  Pupils will be able to:

  • Name 2 ways to keep rubbish out of the ocean.

Compara y describe la dinámica de distintos ecosistemas de México, a partir de la diversidad de seres vivos que habitan en ellos y las características de los factores físicos que los conforman.

Pupils compare and describe how different Mexican ecosystems work, from the diversity of living things in them and the physical factors that shape them.

Code: Programa sintético Fase 4, p. 45 (proceso de desarrollo de aprendizaje, 4.º grado)

• 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).
  • Explain why every living thing matters in a habitat.

Valoración de los ecosistemas: características del territorio como espacio de vida y las interacciones de la comunidad con los ecosistemas, para su preservación responsable y sustentable.

Valuing ecosystems: features of the local territory as a living space, and the community’s interactions with ecosystems, for their responsible and sustainable preservation.

Code: Programa sintético Fase 4, panorama de contenidos, p. 12

• SDG 11
• 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 11 · Ages 6–10 My dream street

  Pupils will be able to:

  • Suggest one change that would make a street better for everyone.

Equidad de género en las familias, la escuela y la comunidad.

Gender equity in families, at school and in the community.

Code: Programa sintético Fase 4, panorama de contenidos, p. 14

• SDG 5

• Ages 6–10

• SDG 5 · Ages 6–10 Any toy, any job

  Pupils will be able to:

  • Explain that toys, colours, games and jobs are for everyone.
  • Spot a stereotype in a picture or story and say why it is unfair.
  • Name one woman and one man doing a job some people think is ‘not for them’.

Factores que conforman la biodiversidad y el medio ambiente, la riqueza natural de México y su relevancia como parte del patrimonio biocultural de la humanidad, y la importancia de su conservación.

The factors that make up biodiversity and the environment, Mexico’s natural wealth and its importance as part of humanity’s biocultural heritage, and why it must be conserved.

Code: Programa sintético Fase 5, p. 43

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

Comprende que el efecto invernadero es un proceso natural que favorece la vida en el planeta; establece relaciones entre su alteración, la contaminación del aire y el cambio climático …

Pupils understand that the greenhouse effect is a natural process that supports life on the planet, and relate its alteration to air pollution and climate change.

Code: Programa sintético Fase 5, p. 44 (proceso de desarrollo de aprendizaje, 6.º grado)

• 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.
  • Identify the main sources of carbon in a typical day.

Indaga y propone acciones orientadas a promover el consumo responsable en la escuela, familia y comunidad para favorecer estilos de vida sustentables y el bienestar común …

Pupils investigate and propose actions to promote responsible consumption at school, at home and in the community, for sustainable lifestyles and the common good.

Code: Programa sintético Fase 5, p. 44 (proceso de desarrollo de aprendizaje, 5.º grado)

• SDG 2
• 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.
  • Plan a repair or repurpose and present its ‘second life’.
• 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.

Costos y beneficios del consumo de agua, energía eléctrica y combustibles en la satisfacción de necesidades personales.

Costs and benefits of using water, electricity and fuels to meet personal needs.

Code: Programa sintético Fase 5, pp. 44–45

• SDG 6
• SDG 7

• Ages 11–13

• 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.
  • 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:

  • Classify energy sources as renewable or non-renewable and explain the difference.
  • Identify energy being wasted in a building and suggest fixes.

Explica las características de la dieta correcta: variada, completa, equilibrada, inocua, suficiente, y las contrasta con sus hábitos de alimentación para tomar decisiones en beneficio de su salud.

Pupils explain the features of a correct diet (varied, complete, balanced, safe, sufficient), compare them with their own eating habits and make decisions that benefit their health.

Code: Programa sintético Fase 5, p. 41 (proceso de desarrollo de aprendizaje, 5.º grado)

• 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.
  • Evaluate which healthy habit is hardest to keep and suggest one strategy to help.

Derechos humanos: a un ambiente sano y acceso al agua potable.

Human rights: to a healthy environment and to access to drinking water.

Code: Programa sintético Fase 5, panorama de contenidos, p. 13

• SDG 6

• Ages 6–10
• 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.
• 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.

La responsabilidad compartida, el respeto y el consumo sustentable: acciones colectivas a favor de la protección, regeneración y preservación de la biodiversidad y el bienestar socioambiental.

Shared responsibility, respect and sustainable consumption: collective action to protect, regenerate and preserve biodiversity and social and environmental well-being.

Code: Programa sintético Fase 5, panorama de contenidos, p. 13

• SDG 12
• SDG 15
• SDG 17

• 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 15 · Ages 11–13 Pollinator power

  Pupils will be able to:

  • Plan a bee-friendly space and explain how it helps.
• SDG 17 · Ages 11–13 The goals hold hands

  Pupils will be able to:

  • Explain at least 3 links between different SDGs.

Contribuciones al bienestar colectivo: servicios públicos e infraestructura para satisfacer las necesidades de salud, educación, esparcimiento, comunicación, seguridad y justicia de las personas que habitan la comunidad y el país, así como la rendición de cuentas y el uso transparente de los recursos como parte de una sociedad democrática.

Contributions to collective well-being: public services and infrastructure that meet people’s needs for health, education, leisure, communication, security and justice, together with accountability and transparent use of resources in a democratic society.

Code: Programa sintético Fase 5, panorama de contenidos, p. 14

• SDG 1
• SDG 9
• SDG 16

• Ages 11–13

• SDG 1 · Ages 11–13 Poverty is more than money

  Pupils will be able to:

  • Identify 3 local services or places that help people who are struggling and describe what one of them does.
• 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.
• SDG 9 · Ages 11–13 Little inventors: designing a fix

  Pupils will be able to:

  • Evaluate an invention by who it helps and what it needs to work.

El calentamiento global como una consecuencia de la alteración de los ciclos biogeoquímicos en los ecosistemas.

Global warming as a consequence of the disruption of biogeochemical cycles in ecosystems.

Code: Programa sintético Fase 6, panorama de contenidos, p. 17

• SDG 13

• Ages 11–13
• Ages 14–17

• 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 13 · Ages 14–17 From evidence to action: making a climate campaign

  Pupils will be able to:

  • Interpret climate data (CO₂ concentration and temperature) and explain the link.

Saberes y prácticas para el aprovechamiento de energías y la sustentabilidad.

Knowledge and practices for using energy, and sustainability.

Code: Programa sintético Fase 6, panorama de contenidos, p. 19

• SDG 7

• Ages 11–13
• Ages 14–17

• 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 7 · Ages 14–17 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.
  • Design a 3-step transition plan for a school or town and evaluate its trade-offs.

Presencia de contaminantes y su concentración, relacionada con la degradación y contaminación ambiental en la comunidad.

The presence and concentration of pollutants, linked to environmental degradation and pollution in the community.

Code: Programa sintético Fase 6, panorama de contenidos, p. 21

• SDG 11
• SDG 14

• Ages 11–13
• Ages 14–17

• 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.
  • Use data to identify the main sources of litter in an area.
• SDG 11 · Ages 14–17 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.

Las prácticas de producción, distribución y consumo sustentables como alternativas para preservar el medio ambiente y asegurar el bienestar de las generaciones presentes y futuras.

Sustainable production, distribution and consumption as alternatives that preserve the environment and secure the well-being of present and future generations.

Code: Programa sintético Fase 6, panorama de contenidos, p. 15

• SDG 6
• SDG 12

• Ages 14–17

• SDG 12 · Ages 14–17 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.
  • Explain the principles of a circular economy (reduce, reuse, repair, recycle, redesign).
  • Evaluate policies that push producers and consumers towards circular choices, such as South Korea’s food-waste charges.
• SDG 6 · Ages 14–17 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.

Las desigualdades socioeconómicas en México y el mundo, y sus efectos en la calidad de vida de las personas.

Socio-economic inequalities in Mexico and the world, and their effects on people’s quality of life.

Code: Programa sintético Fase 6, panorama de contenidos, p. 15

• SDG 1
• SDG 10

• Ages 14–17

• SDG 10 · Ages 14–17 Different starts: understanding inequality

  Pupils will be able to:

  • Explain how inequality of opportunity affects life outcomes, using a simulation with fictional characters.
  • Use data to describe one inequality in at least 3 places.
• SDG 1 · Ages 14–17 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.