Spain: Eco Heroes in the national curriculum

Art. 6.5 — «desde todas las áreas se promoverá la igualdad entre hombres y mujeres, la educación para la paz, la educación para el consumo responsable y el desarrollo sostenible…»

Art. 6.5 — all areas shall promote gender equality, peace education, and education for responsible consumption and sustainable development.

Code: Art. 6.5

• SDG 5
• SDG 12
• SDG 16

• 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 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 16 · Ages 6–10 Peacemakers

  Pupils will be able to:

  • Suggest a fair solution that works for both sides.

Art. 7 h) — «Conocer los aspectos fundamentales de las Ciencias de la Naturaleza, las Ciencias Sociales, …»

Art. 7(h) — Know the fundamental aspects of the natural and social sciences…

Code: Art. 7 h)

• SDG 6
• SDG 13
• SDG 15

• 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.
• 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 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).

Art. 7 k) — «Valorar la higiene y la salud, aceptar el propio cuerpo y el de los otros, respetar las diferencias…»

Art. 7(k) — Value hygiene and health, accept one's own body and that of others, respect differences…

Code: Art. 7 k)

• SDG 3

• Ages 6–10
• Ages 11–13

• SDG 3 · Ages 6–10 Germ busters

  Pupils will be able to:

  • Show the correct steps of handwashing with soap and water.
  • 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.

Art. 7 l) — «Conocer y valorar los animales más próximos al ser humano y adoptar modos de comportamiento que favorezcan la empatía…»

Art. 7(l) — Know and value the animals closest to humans and adopt behaviours that foster empathy…

Code: Art. 7 l)

• 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.

Introducción del área (Anexo II) — vinculada «con la educación para el desarrollo sostenible y la ciudadanía global» y «el conocimiento e impulso para trabajar a favor de la consecución de los Objetivos de Desarrollo Sostenible»

Area introduction (Annex II): linked to education for sustainable development and global citizenship, and to knowing and working towards achieving the Sustainable Development Goals.

Code: Anexo II (introducción del área)

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 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.
• 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.

Art. 8.2 — «se añadirá en alguno de los cursos del tercer ciclo la Educación en Valores Cívicos y Éticos»

Art. 8.2 — Civic and Ethical Values Education is added in one of the years of the third cycle (ages 10–12).

Code: Art. 8.2

• SDG 5
• SDG 10
• SDG 16

• Ages 11–13

• SDG 5 · Ages 11–13 Fair shares: unpaid work at home and in the world

  Pupils will be able to:

  • Use data to compare how unpaid work is shared between women and men worldwide.
• 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 11–13 Fair rules for everyone

  Pupils will be able to:

  • Write and test class rules against the needs of the quietest person.

Retos del siglo XXI — «los principales retos y desafíos globales del siglo XXI» … «los Objetivos de Desarrollo Sostenible de la Agenda 2030»; «Identificar los diferentes aspectos relacionados con el consumo responsable…»

21st-century challenges: the exit profile is tied to the main global challenges and the 2030 Agenda SDGs, including identifying aspects of responsible consumption.

Code: Anexo I

• SDG 12

• Ages 6–10
• Ages 11–13

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

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

Retos del siglo XXI — «Desarrollar una actitud responsable a partir de la toma de conciencia de la degradación del medioambiente…»

Develop a responsible attitude based on awareness of environmental degradation…

Code: Anexo I

• 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.

STEM5 — «Participa en acciones fundamentadas científicamente para promover la salud y preservar el medio ambiente…»

STEM5 (end of Primary) — Takes part in science-based actions to promote health and preserve the environment…

Code: STEM5

• SDG 3
• SDG 6
• SDG 7

• Ages 6–10
• Ages 11–13

• SDG 3 · Ages 6–10 Germ busters

  Pupils will be able to:

  • Show the correct steps of handwashing with soap and water.
• 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:

  • Identify energy being wasted in a building and suggest fixes.

STEM2 — «Utiliza el pensamiento científico para entender y explicar algunos de los fenómenos que ocurren a su alrededor…»

STEM2 (end of Primary) — Uses scientific thinking to understand and explain some of the phenomena around them…

Code: STEM2

• SDG 6
• SDG 7
• SDG 13

• Ages 6–10

• SDG 7 · Ages 6–10 Sun power

  Pupils will be able to:

  • Show that the Sun warms things up, using a simple test.
• 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.
• 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.

CC4 — «Comprende las relaciones sistémicas entre las acciones humanas y el entorno…» y se inicia en la adopción de «estilos de vida sostenibles»

CC4 (end of Primary) — Understands the systemic relationships between human actions and the environment and begins adopting sustainable lifestyles.

Code: CC4

• SDG 12
• SDG 13
• SDG 14

• Ages 6–10
• Ages 11–13

• SDG 12 · Ages 6–10 Bin detectives

  Pupils will be able to:

  • Explain why making less rubbish helps the planet.
• 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.
  • Choose 3 changes, ranked by how much difference and how easy they are.
• SDG 14 · Ages 6–10 Ocean in a bottle

  Pupils will be able to:

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

CC2 — «Participa en actividades comunitarias, en la toma de decisiones y en la resolución de los conflictos…» (con referencia a los Objetivos de Desarrollo Sostenible)

CC2 (end of Primary) — Takes part in community activities, decision-making and conflict resolution (with reference to the SDGs).

Code: CC2

• SDG 11
• 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:

  • Write and test class rules against the needs of the quietest person.
• 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.

CC3 — «Reflexiona y dialoga sobre valores y problemas éticos de actualidad…»

CC3 (end of Primary) — Reflects on and discusses current values and ethical problems…

Code: CC3

• SDG 1
• SDG 5
• SDG 10

• Ages 6–10
• 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).
• 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:

  • Say why treating people fairly sometimes means giving different help.

CE1 — «Reconoce necesidades y retos que afrontar y elabora ideas originales, utilizando destrezas creativas…»

CE1 (end of Primary) — Recognises needs and challenges and develops original ideas using creative skills…

Code: CE1

• SDG 9
• SDG 11

• Ages 6–10
• Ages 11–13

• SDG 9 · Ages 6–10 Build it strong

  Pupils will be able to:

  • Test and improve a design, saying what made it stronger.
• 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 11 · Ages 6–10 My dream street

  Pupils will be able to:

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

CCL3 — «Localiza, selecciona y contrasta, con el debido acompañamiento, información sencilla…» de distintas fuentes

CCL3 (end of Primary) — Locates, selects and compares simple information from different sources, with support.

Code: CCL3

• SDG 1
• SDG 6

• Ages 11–13

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

  Pupils will be able to:

  • Use simple data from a family profile to decide which needs are not being met.
• 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.

CPSAA2 — «Conoce los riesgos más relevantes y los principales activos para la salud, adopta estilos de vida saludables…»

CPSAA2 (end of Primary) — Knows the main health risks and assets and adopts healthy lifestyles…

Code: CPSAA2

• 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.

Art. 6.5 — «… la educación para la sostenibilidad y el consumo responsable…» se trabajarán en todas las materias

Art. 6.5 (ESO) — education for sustainability and responsible consumption is to be worked on in all subjects.

Code: Art. 6.5

• SDG 12
• SDG 13

• Ages 11–13
• Ages 14–16

• 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 14–16 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).
• 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.

Art. 7 k) — «Valorar críticamente los hábitos sociales relacionados con la salud, el consumo, el cuidado, la empatía…»

Art. 7(k) — Critically evaluate social habits relating to health, consumption, care, empathy…

Code: Art. 7 k)

• SDG 3
• SDG 12

• Ages 11–13
• Ages 14–16

• SDG 3 · Ages 11–13 Designing a healthy day

  Pupils will be able to:

  • Evaluate which healthy habit is hardest to keep and suggest one strategy to help.
• SDG 3 · Ages 14–16 Mind matters: mental health is health

  Pupils will be able to:

  • Identify common challenges facing teenagers and the protective factors that help.
• 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.

Anexo I — los retos del siglo XXI vinculados a «los Objetivos de Desarrollo Sostenible de la Agenda 2030»

Annex I — 21st-century challenges linked to the 2030 Agenda Sustainable Development Goals.

Code: Anexo I

1–17All 17 goals

• Ages 11–13
• Ages 14–16

All 17 goals have a lesson plan in each of these age bands. For example:

• 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.
• SDG 4 · Ages 14–16 In school but not learning? The global learning crisis

  Pupils will be able to:

  • Distinguish between access to school and quality of learning, using data on out-of-school children and literacy.

STEM5 (enseñanza básica) — «Emprende acciones fundamentadas científicamente para promover la salud física, mental y social, y preservar el medio ambiente…»

STEM5 (end of basic education) — Undertakes science-based actions to promote physical, mental and social health and preserve the environment…

Code: STEM5

• SDG 7
• SDG 13

• Ages 11–13
• Ages 14–16

• 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.
• 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.
  • Choose 3 changes, ranked by how much difference and how easy they are.
• SDG 7 · Ages 14–16 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.

CC4 (enseñanza básica) — «Comprende las relaciones sistémicas de interdependencia, ecodependencia e interconexión entre actuaciones locales y globales, y adopta, de forma consciente y motivada, un estilo de vida sostenible y ecosocialmente responsable.»

CC4 (end of basic education) — Understands systemic interdependence, ecodependence and interconnection between local and global actions, and consciously adopts a sustainable, eco-socially responsible lifestyle.

Code: CC4

• SDG 12
• SDG 15
• SDG 17

• Ages 11–13
• Ages 14–16

• SDG 15 · Ages 14–16 Pull one thread: food webs and extinction

  Pupils will be able to:

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

CC3 (enseñanza básica) — «Comprende y analiza problemas éticos fundamentales y de actualidad…»

CC3 (end of basic education) — Understands and analyses fundamental and current ethical problems…

Code: CC3

• SDG 1
• SDG 5
• SDG 10
• SDG 16

• Ages 14–16

• SDG 1 · Ages 14–16 What actually works against poverty?

  Pupils will be able to:

  • Evaluate two real anti-poverty programmes (cash transfers and microcredit) against agreed criteria.
• SDG 5 · Ages 14–16 Counting the voices: who makes the decisions?

  Pupils will be able to:

  • Explain at least 3 causes of the gender pay gap.
• SDG 10 · Ages 14–16 Different starts: understanding inequality

  Pupils will be able to:

  • Explain how inequality of opportunity affects life outcomes, using a simulation with fictional characters.
• SDG 16 · Ages 14–16 Trust and accountability: how fair decisions are made

  Pupils will be able to:

  • Explain why transparency, accountability and participation build trust in institutions.

CE1 (enseñanza básica) — «Analiza necesidades y oportunidades y afronta retos con sentido crítico…»

CE1 (end of basic education) — Analyses needs and opportunities and tackles challenges critically…

Code: CE1

• 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 9 · Ages 14–16 Mind the gap: the digital divide

  Pupils will be able to:

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