Qatar: Eco Heroes in the national curriculum

المادة 33: «تعمل الدولة على حماية البيئة وتوازنها الطبيعي، تحقيقا للتنمية الشاملة والمستدامة لكل الأجيال.»

Article 33: the State works to protect the environment and its natural balance, to achieve comprehensive and sustainable development for all generations.

Code: المادة 33

• SDG 13
• SDG 15

• Ages 6–10
• 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 14–17 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Explain the main drivers of biodiversity loss identified by IPBES.
• SDG 13 · Ages 14–17 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.

“Environmental Development, ensuring harmony between growth and environmental preservation.”

The fourth pillar of Qatar National Vision 2030: environmental development that keeps growth and environmental preservation in harmony.

• SDG 7
• SDG 12

• Ages 11–13
• Ages 14–17

• 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 12 · Ages 14–17 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 7 · Ages 14–17 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.

“It emphasises sustainable development practices that mitigate the ecological impact of rapid economic expansion, both within Qatar and across the region, including biodiversity protection, renewable energy and water conservation …”

The pillar stresses sustainable development practices that reduce the ecological impact of rapid economic growth, including biodiversity protection, renewable energy and water conservation.

• SDG 6
• SDG 7
• SDG 15

• Ages 6–10
• Ages 11–13
• Ages 14–17

• 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 6 · Ages 11–13 The water diary: how much do we really use?

  Pupils will be able to:

  • 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.
• 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.

“Meeting the needs of current and future generations”: “Ensuring sustainable development that addresses the needs of both current and future generations”

Meeting the needs of current and future generations through sustainable development.

1–17All 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).

“Ensure the effective management and protection of environmental resources and reduce greenhouse gas emissions by 25%”

A national target of the strategy: manage and protect environmental resources effectively and cut greenhouse gas emissions by 25%.

• SDG 13

• Ages 6–10
• Ages 11–13
• Ages 14–17

• 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.
  • Choose 3 changes, ranked by how much difference and how easy they are.
• 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.

حيث يتمكن الطلبة من: «الإسهام الفاعل نحو تحقيق أهداف التنمية المستدامة.»

Learners are able to contribute actively to achieving the Sustainable Development Goals.

Code: الغايات (ص 19)

1–17All 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).

حيث يتمكن الطلبة من: «فهم الحاجة إلى الموازنة بين النمو الاقتصادي والمحافظة على البيئة.»

Learners understand the need to balance economic growth and protecting the environment.

Code: الغايات (ص 19)

• SDG 7
• SDG 12

• Ages 14–17

• SDG 12 · Ages 14–17 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 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.

حيث يتمكن الطلبة من: «فهم أهمية النظام البيئي للحياة.»

Learners understand the importance of the ecosystem for life.

Code: الغايات (ص 19)

• 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:

  • Explain what pollination is and why many food crops depend on animal pollinators.
• SDG 15 · Ages 14–17 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Model a food web and predict the effects of removing one species.

حيث يتمكن الطلبة من: «تقدير مسؤوليتهم نحو الأجيال المقبلة.»

Learners appreciate their responsibility towards future generations.

Code: الغايات (ص 19)

• SDG 12
• SDG 13
• SDG 14

• Ages 11–13
• Ages 14–17

• 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 13 · Ages 14–17 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.
• SDG 14 · Ages 14–17 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.

حيث يتمكن الطلبة من: «العمل بوصفهم مواطنين عالميين في عالم متشابك، يزداد فيه اعتماد بعضه على بعض.»

Learners act as global citizens in an interconnected world whose parts increasingly depend on one another.

Code: الغايات (ص 18)

• SDG 17

• Ages 11–13
• Ages 14–17

• 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:

  • Explain how the Montreal Protocol (1987) brought countries, scientists and industry together to protect the ozone layer.

حيث يتمكن الطلبة من: «فهم حقوقهم ومسؤولياتهم، واحترام حقوق الآخرين.»

Learners understand their rights and responsibilities and respect the rights of others.

Code: الغايات (ص 18)

• SDG 10
• SDG 16

• Ages 11–13
• Ages 14–17

• 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 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.
• 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).

حيث يتمكن الطلبة من: «الإسهام الكلي والفاعل في حياتهم الأسرية، ومجتمعهم الكبير.»

Learners contribute fully and actively to their family life and to the wider community.

Code: الغايات (ص 18)

• SDG 1
• SDG 11
• SDG 16

• Ages 6–10
• Ages 11–13
• Ages 14–17

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

  Pupils will be able to:

  • Suggest one way a community can help a family that does not have enough.
• SDG 11 · Ages 11–13 Green spots in grey places

  Pupils will be able to:

  • Plan and justify a small improvement to a school or local space.
• SDG 16 · Ages 14–17 Trust and accountability: how fair decisions are made

  Pupils will be able to:

  • Propose changes that make a system fairer and more accountable.

«وكذلك يتوجب على المتعلمين تطوير أنماط حياة صحية ومسؤولة.»

Learners must also develop healthy and responsible lifestyles.

Code: القيم (ص 17)

• SDG 3

• Ages 6–10
• Ages 11–13

• 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 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.

التعاون والمشاركة

Core competency: collaboration and participation.

Code: الكفايات الأساسية (ص 23)

• SDG 17

• Ages 6–10
• Ages 14–17

• SDG 17 · Ages 6–10 Better together

  Pupils will be able to:

  • Complete a team challenge that cannot be done alone.
  • Say what helped the team work well together.
• SDG 17 · Ages 14–17 How the world fixed the ozone layer

  Pupils will be able to:

  • Design a local partnership to solve a real problem, explaining what each partner gains.

Cross-cutting issue: “The Environment and Sustainability”

One of the six cross-cutting issues that science teachers are expected to build into their lessons.

1–17All 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 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Explain why making less rubbish helps the planet.
• 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 14–17 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.

B0105.1 “Understand that humans can damage living things if they are not treated with care.”

Pupils understand that people can harm living things if they do not treat them with care.

Code: B0105.1

• SDG 14
• 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 14 · Ages 6–10 Ocean in a bottle

  Pupils will be able to:

  • Explain that most rubbish in the sea starts on land.

B0202 “Describe how the habitats of animals and plants can be respected and cared for.”

Pupils describe how the habitats of animals and plants can be respected and cared for.

Code: B0202

• SDG 14
• 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.
• SDG 14 · Ages 6–10 Ocean in a bottle

  Pupils will be able to:

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

B0202.1 “Identify some ways that human activity can directly impact on the habitats of living things.”

Pupils identify ways in which human activity directly affects the habitats of living things.

Code: B0202.1

• 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.

B0204.1 “List light, water, air and nutrients as the requirements of a plant for life.”

Pupils list light, water, air and nutrients as what a plant needs to live.

Code: B0204.1

• SDG 2

• Ages 6–10

• SDG 2 · Ages 6–10 From seed to plate

  Pupils will be able to:

  • Describe what a seed needs to grow (water, warmth, and light once it sprouts).

P0204.2 “Understand that batteries should be recycled rather than thrown away, and what happens to them in each case.”

Pupils understand that batteries should be recycled rather than thrown away, and what happens to them in each case.

Code: P0204.2

• 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.

Topic: “Environment interactions and processes”

Curriculum-map topic in Grade 7 and Grade 10 Biology.

• SDG 15

• Ages 11–13
• Ages 14–17

• 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 15 · Ages 14–17 Pull one thread: food webs and extinction

  Pupils will be able to:

  • Model a food web and predict the effects of removing one species.

Topic: “Air and sources of chemical pollution of the environment”

Curriculum-map topic in Grade 8 Chemistry.

• SDG 11
• 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 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.

Topic: “Introduction to Life Cycle Analysis”

Curriculum-map topic in Grade 9 Chemistry.

• 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).

Topic: “Economic, Social and Environmental Issues”

Curriculum-map topic in Grade 11 Chemistry.

• SDG 7
• SDG 12

• Ages 14–17

• SDG 12 · Ages 14–17 Cradle to grave: the life cycle of a product

  Pupils will be able to:

  • Evaluate policies that push producers and consumers towards circular choices, such as South Korea’s food-waste charges.
• 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.