Singapore: Eco Heroes in the national curriculum

Environmental efforts in all schools are built on through the “4Cs”: “Curriculum, Campus, Culture and Community”; schools “work towards a two-thirds reduction of net carbon emissions from the schools sector by 2030”.

Code: Eco Stewardship Programme (4Cs)

• SDG 7
• 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:

  • Name 2 actions that help the climate (walking, switching off, planting).
• SDG 7 · Ages 6–10 Sun power

  Pupils will be able to:

  • Explain one way to save energy at school.
• 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 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.

Diversity of living and non-living things (General characteristics and classification): living things “Need water, food and air to survive”.

Code: P3 Diversity of living and non-living things

• SDG 2
• 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).
• 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).

Cycles in matter and water (Water): “Recognise the importance of water to life processes.”; “Describe the impact of water pollution on Earth's water resources.”; “Show concern for water as a limited natural resource and be responsible in conserving.”

Code: P5 Cycles in matter and water (Water)

• SDG 6
• SDG 14

• 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 14 · Ages 6–10 Ocean in a bottle

  Pupils will be able to:

  • Show with a model how pollution spreads through water.

Electrical system: “Show concern for the need to conserve and to have proper use and handling of electricity.”

Code: P5 Electrical system

• SDG 7

• Ages 6–10

• SDG 7 · Ages 6–10 Sun power

  Pupils will be able to:

  • Explain one way to save energy at school.

Interactions within the environment: “identify the roles of various organisms (producers, consumers, predators, prey) in a food chain and a food web.”

Code: P6 Interactions within the environment

• 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:

  • Explain what pollination is and why many food crops depend on animal pollinators.

Interactions within the environment: “Give examples of man's impact (both positive and negative) on the environment.” (negative: “depleting natural resources, deforestation, pollution (land/water/air), global warming”; positive: “Conservation, Reforestation”); “Show care and concern for Man's impact on the environment by being respectful and responsible towards the environment.”

Code: P6 Interactions within the environment

• SDG 13
• SDG 14
• SDG 15

• 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.
• 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 15 · Ages 11–13 Pollinator power

  Pupils will be able to:

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

Energy forms and uses; Energy conversion: “Recognise that the Sun is our primary source of energy (light and heat).”; “Recognise that energy from most of our energy resources is derived in some ways from the Sun.”; “Show care and concern by being responsible in conserving energy in our everyday life.”

Code: P6 Energy forms and uses; P6 Energy conversion

• SDG 7

• Ages 6–10
• Ages 11–13

• SDG 7 · Ages 6–10 Sun power

  Pupils will be able to:

  • Show that the Sun warms things up, using a simple test.
  • Name 3 sources of energy (Sun, wind, fuel such as coal or gas).
• 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.

Statistics – Data Representation and Interpretation: “reading and interpreting data from bar graphs” (P3); “completing a table from given data”; “reading and interpreting data from tables/line graphs/pie charts” (P4).

Code: P3 Bar Graphs; P4 Tables, Line Graphs and Pie Charts

• SDG 12
• 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.
• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

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

Values in Action: students learn by “serving the needs of the community in a variety of ways”, and Everyday Responsibilities include “adopting sustainable practices in school and at home”.

Code: CCE 2021 Teaching and Learning Guide (Primary): Values in Action

• SDG 1
• SDG 6
• 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 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 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.

Exploring Diversity of Matter: “show an awareness of the importance of making informed choices of the appropriate and sustainable use of materials” (Topic 2); “show an appreciation of how recycling and reuse of precious materials can be facilitated” (Topic 3).

Code: Topics 2–3 (Values, Ethics and Attitudes)

• 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).

Exploring Diversity of Matter using Separation Techniques: “show an appreciation of why water is a precious resource and the need to conserve it”; “show an appreciation of how Singapore uses separation techniques to ensure a sustainable source of potable water”.

Code: Topic 4 (Values, Ethics and Attitudes)

• SDG 6

• Ages 11–13
• Ages 14–17

• 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 6 · Ages 14–17 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.

Application of Forces and Transfer of Energy: “They will also learn how choices of energy sources affect the environment.”

Code: Topic 9 (overview)

• 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.

Transfer of Heat Energy and its Effects: “show an awareness of the various proposed causes (man-made and natural) of climate change (e.g., global warming)”.

Code: Topic 10 (Values, Ethics and Attitudes)

• 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.

Interactions within Ecosystems: “show an understanding that energy flows through food chains and food webs and how processes such as photosynthesis and respiration are involved”; “explain the importance of conserving the environment”; “evaluate the impact of human activities and technology on the environment (e.g., motor vehicles and modern lifestyle)”.

Code: Topic 12 Interactions within Ecosystems

• SDG 11
• SDG 13
• SDG 15

• Ages 11–13
• Ages 14–17

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

Electrical Systems: “calculate the cost of using electrical appliances, using kilowatt-hour as a unit of electrical energy consumption”; “show an awareness of ways to reduce consumption of electrical energy in our households”.

Code: Topic 13 Electrical Systems

• SDG 7

• Ages 11–13

• 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.

Human Digestive System: “show an appreciation of the importance of sensible food and lifestyle choices in the fight against diabetes”.

Code: Topic 14 (Values, Ethics and Attitudes)

• 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.

The Scientific Endeavour: “recognise the need to be responsible towards society and the environment in using technology and scientific knowledge”.

Code: Topic 1 The Scientific Endeavour

• SDG 9

• Ages 11–13
• Ages 14–17

• 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.
• SDG 9 · Ages 14–17 Mind the gap: the digital divide

  Pupils will be able to:

  • Design and evaluate a local infrastructure solution, including cost and maintenance.

How Can We Sustainably Manage Natural Resources? – Water: “Explain how human actions have led to water pollution and its associated impact using images or texts”; “Explain the strategies taken to sustainably manage water resources in Singapore and other countries using texts or images”.

Code: Thematic Question 1, Topic 1.1 Water

• SDG 6

• Ages 11–13
• Ages 14–17

• 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 14–17 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.

Tropical Rainforests and Mangroves: “Describe the impact of extracting resources from tropical rainforests and mangroves on the physical environment” (content includes the “Enhanced greenhouse effect”); “Explain the strategies taken to sustainably manage tropical rainforests and mangroves in Singapore and other countries”.

Code: Thematic Question 1, Topic 1.2 Tropical Rainforests and Mangroves

• SDG 13
• SDG 15

• Ages 11–13
• Ages 14–17

• 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 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.

How Can We Sustainably Build Cities? – Housing: “Explain the strategies taken to sustainably manage housing in Singapore and other countries using texts or images”, including “Environmental features in buildings (e.g., zero energy building design)”.

Code: Thematic Question 2, Topic 2.1 Housing

• SDG 7
• SDG 11

• 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).
  • Plan and justify a small improvement to a school or local space.
• 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.

Transport Systems: “Describe the impacts of transport systems on the environment using images or schematic diagrams”; “Explain the strategies taken to sustainably manage transport systems in Singapore and other countries using texts or images”, including the “Provision of a range of mobility options for different groups of people (e.g., wheelchair-friendly buses)”.

Code: Thematic Question 2, Topic 2.2 Transport Systems

• SDG 10
• SDG 11

• Ages 11–13
• Ages 14–17

• SDG 11 · Ages 14–17 Who is the city for? Auditing how people move

  Pupils will be able to:

  • Assess a real route by walking, cycling and public transport against agreed criteria.
  • Explain how transport choices affect air quality, safety, cost and fairness.
• SDG 10 · Ages 11–13 Fairness detectives: accessibility audit

  Pupils will be able to:

  • Identify barriers that make places or activities hard to access for some people.

Balanced Diet: “Define the term ‘balanced diet’”; “Explain the guidelines from My Healthy Plate with relevant food examples”.

Code: Food Studies: Balanced Diet (1.1)

• 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.

Big idea: “Appropriate food choices contribute to sustainable food consumption.” Sustainable Consumption of Goods & Services: “Define the term ‘sustainable consumption’”; “Explain the importance of sustainable consumption”; ways include “use 3Rs (reduce, reuse, recycle)” and “look out for eco-labels (Energy Label, Singapore Green Label, Water Efficiency Label)”.

Code: Consumer Studies: Topic 7 (7.1–7.3)

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

Climate Change: “How do anthropogenic factors contribute to climate change?” – including the “burning of fossil fuels” and “changing land use”.

Code: Syllabus 2279, Cluster 3.2

• SDG 13

• Ages 14–17

• 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.

Climate Action: “How does climate action help achieve sustainable development?” – mitigation “involves changing how societies produce and use energy and land”, through the “use of clean energy sources” and “international agreements and cooperation”.

Code: Syllabus 2279, Cluster 3.3

• SDG 7
• SDG 13
• SDG 17

• Ages 14–17

• 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.
  • Design a campaign with a clear message, audience and one specific ask.
• 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.
• 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).

Geography in Everyday Life: “What are sustainable urban neighbourhoods?” (Sustainable Development); “How to design fieldwork?” (Geographical Methods).

Code: Syllabus 2279, Clusters 1.2–1.3

• SDG 11

• Ages 14–17

• SDG 11 · Ages 14–17 Who is the city for? Auditing how people move

  Pupils will be able to:

  • Assess a real route by walking, cycling and public transport against agreed criteria.
  • Propose 3 evidence-based improvements and identify who the current system serves worst.

Singapore: the country is “vulnerable to food, water and energy insecurities”; “How might climate change affect Singapore?”; “Why is sustainable development important for Singapore?”

Code: Syllabus 2279, Cluster 5

• SDG 2
• SDG 6
• SDG 7

• Ages 14–17

• SDG 2 · Ages 14–17 Why do people go hungry in a world with enough food?

  Pupils will be able to:

  • Build balanced arguments for and against one food-system solution (urban farming) and reach a justified view.
• SDG 6 · Ages 14–17 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 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.