Portugal: Eco Heroes in the national curriculum

Princípio G – Sustentabilidade — «A escola contribui para formar nos alunos a consciência de sustentabilidade, um dos maiores desafios existenciais…»

Principle G – Sustainability: the school helps students develop an awareness of sustainability, one of the greatest existential challenges…

Code: Princípio G

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 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).

Área de competências «Bem-estar, saúde e ambiente» — «As competências na área de Bem-estar, saúde e ambiente dizem respeito à promoção, criação e transformação…»

Competence area 'Well-being, health and environment' — promoting, creating and transforming quality of life and the environment.

• SDG 3
• SDG 6
• SDG 13
• SDG 14

• Ages 6–10
• 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.
• 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 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.

Área de competências «Pensamento crítico e pensamento criativo» — «…requerem observar, identificar, analisar e dar sentido à informação…»

Competence area 'Critical and creative thinking' — observing, identifying, analysing and making sense of information.

• SDG 4
• SDG 9
• SDG 11

• Ages 11–13
• Ages 14–16

• SDG 9 · Ages 11–13 Little inventors: designing a fix

  Pupils will be able to:

  • Follow a design process: identify a problem, generate ideas, sketch, label and improve.
• SDG 4 · Ages 14–16 In school but not learning? The global learning crisis

  Pupils will be able to:

  • Evaluate which barrier is most cost-effective to remove and justify the answer.
• 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.

Desenvolvimento Sustentável — «Entender uma noção de sustentabilidade.»; «Propor ações para a conservação da biodiversidade.»; «Exemplificar práticas de produção e consumo sustentável que visem a redução, a reutilização e a reciclagem de resíduos.»

Sustainable Development (1st cycle) — Understand a notion of sustainability; propose actions to conserve biodiversity; give examples of sustainable production and consumption practices (reduce, reuse, recycle).

Code: Dimensão Desenvolvimento Sustentável

• SDG 12
• SDG 15

• 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.
• SDG 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Explain why every living thing matters in a habitat.

Desenvolvimento Sustentável — «Entender a importância dos oceanos para a sustentabilidade do planeta.»

Sustainable Development (1st cycle) — Understand the importance of the oceans for the planet's sustainability.

Code: Dimensão Desenvolvimento Sustentável

• SDG 14

• Ages 6–10

• 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.

Direitos Humanos — «Reconhecer situações de justiça e de injustiça.»; «Rejeitar a discriminação de quaisquer crianças ou de outras pessoas.»

Human Rights (1st cycle) — Recognise just and unjust situations; reject discrimination against any child or person.

Code: Dimensão Direitos Humanos

• SDG 5
• SDG 10

• Ages 6–10

• 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.

Saúde — «Compreender a importância da atividade física para a saúde.»

Health (1st cycle) — Understand the importance of physical activity for health.

Code: Dimensão Saúde

• 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).

Desenvolvimento Sustentável — «Compreender o conceito de economia circular e a sua relevância para o desenvolvimento sustentável.»; «Valorizar comportamentos individuais e coletivos ambientalmente responsáveis.»

Sustainable Development (2nd cycle) — Understand the circular economy and its relevance to sustainable development; value environmentally responsible individual and collective behaviour.

Code: Dimensão Desenvolvimento Sustentável

• SDG 12
• SDG 13

• 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 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.

Desenvolvimento Sustentável — «Entender que as situações de riqueza e de pobreza se podem traduzir em desequilíbrios na sociedade…»; «Propor ações dirigidas à melhoria do bem-estar coletivo e à construção de sociedades mais equitativas e sustentáveis.»

Sustainable Development (2nd cycle) — Understand that wealth and poverty can create imbalances; propose actions for collective well-being and fairer, more sustainable societies.

Code: Dimensão Desenvolvimento Sustentável

• SDG 1

• 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.

Desenvolvimento Sustentável — «Compreender a necessidade de adoção de medidas para fazer face aos riscos resultantes das alterações climáticas.»; «Analisar indicadores que avaliem o impacto de atividades humanas no ambiente (pegada ecológica, hídrica, energética, …).»

Sustainable Development (3rd cycle) — Understand the need for measures against climate-change risks; analyse indicators of human impact (ecological, water and energy footprints).

Code: Dimensão Desenvolvimento Sustentável

• SDG 6
• SDG 7
• SDG 13

• Ages 11–13
• Ages 14–16

• SDG 13 · Ages 11–13 The greenhouse effect and our carbon footprint

  Pupils will be able to:

  • Identify the main sources of carbon in a typical day.
• SDG 6 · Ages 14–16 Hidden water: virtual water and who goes without

  Pupils will be able to:

  • Explain the concept of virtual (embedded) water and estimate it for everyday products.
• 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.

Desenvolvimento Sustentável — «Compreender a importância do ambiente, da conservação da natureza e da biodiversidade, da preservação dos oceanos, e do impacto da atividade humana no equilíbrio dos ecossistemas.»

Sustainable Development (3rd cycle) — Understand the importance of the environment, nature and biodiversity conservation, ocean preservation and the impact of human activity on ecosystems.

Code: Dimensão Desenvolvimento Sustentável

• SDG 14
• SDG 15

• Ages 11–13
• Ages 14–16

• 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 14 · Ages 14–16 Fish for the future: overfishing and the commons

  Pupils will be able to:

  • Evaluate a sustainable fishing policy and who bears the costs of overfishing.
• 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 14–16 Pull one thread: food webs and extinction

  Pupils will be able to:

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

Desenvolvimento Sustentável — «Propor medidas para a redução da pobreza e das desigualdades nas suas diferentes dimensões.»

Sustainable Development (3rd cycle) — Propose measures to reduce poverty and inequality in their different dimensions.

Code: Dimensão Desenvolvimento Sustentável

• SDG 1
• SDG 10

• Ages 14–16

• 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.
• SDG 10 · Ages 14–16 Different starts: understanding inequality

  Pupils will be able to:

  • Evaluate who benefits when an inequality stays hidden and how data can make it visible.

Democracia e Instituições Políticas — «Refletir sobre a importância da participação ativa dos cidadãos, nomeadamente os mais jovens, no exercício da democracia.»

Democracy and Political Institutions (3rd cycle) — Reflect on the importance of active citizen participation, especially by young people.

Code: Dimensão Democracia e Instituições Políticas

• 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:

  • Explain why systemic change needs collective action as well as individual choices.
  • Design a campaign with a clear message, audience and one specific ask.
• 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.

Sociedade/Natureza/Tecnologia (1.º ano) — «Manifestar atitudes positivas conducentes à preservação do ambiente próximo»; «Desenvolver comportamentos que visem os sete “R”…»

Society/Nature/Technology (Year 1) — Show positive attitudes towards preserving the local environment; develop behaviours aimed at the 'seven Rs'.

• SDG 12
• SDG 15

• 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 15 · Ages 6–10 Minibeast safari

  Pupils will be able to:

  • Explain why every living thing matters in a habitat.

Sociedade/Natureza/Tecnologia (4.º ano) — «Relacionar o aumento da população mundial e do consumo de bens com alterações na qualidade do ambiente…», «reconhecendo a necessidade de adotar medidas individuais e coletivas que minimizem o impacto negativo»

Society/Nature/Technology (Year 4) — Relate world population growth and consumption to changes in environmental quality, recognising the need for individual and collective measures.

• SDG 12
• SDG 13

• Ages 6–10

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

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

Tecnologia (4.º ano) — «Produzir soluções tecnológicas através da reutilização ou reciclagem de materiais (catavento, forno solar, etc).»

Technology (Year 4) — Produce technological solutions by reusing or recycling materials (pinwheel, solar oven, etc.).

• SDG 9

• Ages 6–10

• SDG 9 · Ages 6–10 Build it strong

  Pupils will be able to:

  • Build a bridge from paper that can hold a small object.
  • Test and improve a design, saying what made it stronger.

5.º ano — «Distinguir água própria para consumo (potável e mineral) de água imprópria para consumo…»; «Interpretar os rótulos de garrafas de água e justificar a importância da água para a saúde humana;»

Year 5 — Distinguish drinkable from non-drinkable water; read water-bottle labels and justify the importance of water for health.

• SDG 6

• 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.
  • Compare that use with the reality for people who must carry their water.

5.º ano — «Argumentar acerca dos impactes das atividades humanas na qualidade do ar»; «Formular opiniões críticas sobre ações humanas que condicionam a biodiversidade e sobre a importância da sua preservação.»

Year 5 — Argue about human impacts on air quality; form critical opinions on human actions affecting biodiversity and why it should be preserved.

• SDG 11
• 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:

  • Identify which foods in a meal rely partly on pollinators.

8.º ano, «Sustentabilidade na Terra» — «Relacionar a gestão de resíduos e da água com a promoção de um desenvolvimento sustentável.»; «Distinguir catástrofes de origem natural de catástrofe de origem antrópica…»

Year 8, 'Sustainability on Earth' — Relate waste and water management to sustainable development; distinguish natural from human-caused disasters.

• SDG 6
• SDG 12
• SDG 13

• Ages 11–13
• Ages 14–16

• 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 6 · Ages 14–16 Hidden water: virtual water and who goes without

  Pupils will be able to:

  • Analyse why water scarcity is often about access and management rather than total supply.
• 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.

8.º ano, «Atividades económicas» — «Caracterizar os principais processos de produção e equacionar a sua sustentabilidade»; «Apresentar exemplos para uma distribuição mais equitativa entre a produção e o consumo»

Year 8, 'Economic activities' — Characterise the main production processes and weigh their sustainability; give examples of a fairer distribution between production and consumption.

• SDG 8
• SDG 12

• Ages 14–16

• 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.

8.º ano — «Reconhecer a necessidade da cooperação internacional na gestão de recursos naturais»

Year 8 — Recognise the need for international cooperation in managing natural resources.

• SDG 14
• 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.
  • Identify the features of a successful partnership (shared evidence, clear targets, support for poorer countries, monitoring).
• SDG 14 · Ages 14–16 Fish for the future: overfishing and the commons

  Pupils will be able to:

  • Evaluate a sustainable fishing policy and who bears the costs of overfishing.