For more than a decade different initiatives have been promoting the incorporation of Sustainability in the curricula at all educational levels, especially in the training of teachers. In particular this has included specification in the curriculum of key competences for Sustainability, included in the regulations for the preparation of university study plans. In this context, the authors have sought that the initial training of secondary school teachers include among their goals the acquisition of key competences for Sustainability as well as increasing attention to achieving the Sustainable Development Goals ( SDGs). To contribute to this end, planning instruments have been established for the inclusion of Education for Sustainability as well as for monitoring and evaluating the intervention actions and the results of the acquisition of the competences that are to be promoted, the focus of this research paper. Among the capacities that future teachers must master, is the Programming of their subject, starting from the established official curriculum, or Base Curricular Design, with the concretion in the center, attending to the guidelines of the department and the characteristics of the class group. This Didactic Program has four levels of timing: the annual, the quarterly (with the partial evaluation), the biweekly (with the teaching units) and the diary. The study has been carried out with teachers in f the Master's Degree in Secondary Education Teaching in the specialties of Drawing (in their own subjects such as Plastic, Visual and Audiovisual Education, Audiovisual Culture, Technical Drawing, Art Drawing, Design .. .) and Socio-cultural Services and the Community, in the stage of Vocational Training (Formative Cycle of Sociocultural and Tourist Animation, in the matter of Animation and Cultural Management). For the evaluation of the competences acquired by the teachers involved the competences for Sustainability and the SDGs have been linked in the analysis of an educational institution by the students during their practicum period, in which they must be addressed skills such as observation, analysis and critical assessment of the teaching reality. Then, the design of an educational visit with the students and a Teaching Unit with activities in coherence with the EDS was carried out, elaborating evaluation instruments, such as rubrics, checklists, estimation scales, observation records, anecdotes.

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