References to Vörå municipality's curriculum for grades 1-9 regarding social sustainability:

For each theme area, there are references from the curriculum of each subject where the theme area can be reflected. 

Here are references to the theme area HEALTH AND WELL-BEING in the subjects PE, SCI, SS, and MUSIC.

HEALTH AND WELL-BEING TOPIC

"Students should also be prepared to promote their health. [...] The teaching should give all students the opportunity to succeed and participate, as well as support sufficient functional ability for well-being. [...] The mission of physical education teaching is to affect students' well-being by supporting their physical, social, and mental abilities and fostering a positive attitude towards their own bodies. [...] Varied teaching characterized by interaction and communication supports learning, students' well-being, their development towards independence and participation, and provides the foundation for an active lifestyle."

 

Health and well-being are part of the central content I1 in physical education for grade 3:

  • "In teaching, a variety of games, exercises, and activities are used, giving students the opportunity to participate and experience their ability to work independently, express themselves, and gain aesthetic experiences. In physical education, tasks are also chosen where students learn to assess their own capabilities."

 

Health and well-being are part of the central content I3 in physical education for grade 3: 

  • "In teaching, tasks are used where students learn to persevere in the long term, both on their own and with others, to achieve a goal. Through joint tasks, students practice taking responsibility. Fun and varied physical education tasks evoke positive emotions, which in turn strengthen students' experience of competence and their positive self-image."

 

The goals related to I1 and I3 in physical education for grade 3 are:

  • M1 encourage the student to exercise, try different physical education tasks, and train to the best of their ability
  • M2 guide the student to develop their sensorimotor skills, i.e., observe themselves and their surroundings using various senses and to choose appropriate solutions in different physical education situations 
  • M3 guide the student to both strengthen and adapt their balance and movement skills in a varied manner in different learning environments, during different seasons, and in different situations
  • M4 guide the student to both strengthen and adapt their ability to handle equipment in a varied manner by using different tools in different learning environments, during different seasons, and in different situations 
  • M5 encourage and guide the student to evaluate, maintain, and develop their physical characteristics: speed, flexibility, endurance, and strength 
  • M6 teach swimming proficiency so that the student can move in and rescue themselves from the water 
  • M7 guide the student to act safely and properly during physical education lessons 
  • M10 encourage the student to take responsibility for their actions and strengthen their ability to work independently 
  • M11 ensure that the student gains enough positive experiences of their own body, of competence, and of being part of the community  

K1: "There should be room for wondering, gaining insight, discovering and inventing, fantasizing, and feeling joy in learning. [...] Students should be guided to recognize their progress, become aware of their strengths as learners, and feel joy when they succeed. [...] Diverse physical activity and motor exercises contribute to the development of thinking and learning."

K2: "Students should be encouraged to enjoy the development of their dexterity and other physical skills and to practice performing in various ways."

K3: "In school, students should learn essential facts about what promotes their own and collective well-being, safety, and a good daily life."

K6: "They should be encouraged to trust themselves when acting in new situations."

Health and Wellbeing are part of the core content I1 in environmental studies for grade 3:

  • "The content is chosen to relate to human structure and central life functions, as well as the various stages of human growth and development. Particular emphasis is placed on current changes in the development of the age group and understanding them. The sexual development relevant to the age stage and human reproduction are addressed. Students practice identifying different physical and mental signals and becoming aware of their own thoughts, needs, attitudes, and values. They gain insight into different areas of health, health resources, everyday health habits, mental skills, disease prevention, and self-care skills. In addition, they practice identifying, expressing, and regulating emotions. The student notes factors that support their own learning.

 

Health and Wellbeing are part of the core content I6 in environmental studies for grade 3: 

  • "When selecting content, consideration is given to preserving nature's biodiversity, climate change and how it can be mitigated, sustainable use of natural resources, promoting health, preserving one's cultural heritage, living in a multicultural world, and human global wellbeing now and in the future."

 

The goals related to I1 and I6 in environmental studies for grade 3 are:

  • M1 to spark and maintain the student's interest in the environment and environmental studies, and help the student realize that all subject areas in environmental studies are important for them
  • M2 to guide and encourage the student to set goals for their studies and work long-term to achieve them, as well as to analyze their knowledge in environmental studies 
  • M9 to guide the student to explore, act, move, and go on excursions in nature and the built environment 
  • M10 to provide the student with opportunities to practice working in groups by participating in different roles and social situations, inspire the student to express themselves and listen to others, and support the student's ability to identify, express, and regulate their emotions 
  • M15 to guide the student to explore nature, identify organisms and habitats, think ecologically, and help the student understand human structure, life functions, and development

K1: "There should be room to wonder, gain insight, discover and invent, fantasize and find joy in learning. [...] Students should be guided to see their progress, become aware of their strengths as learning individuals, and to feel the joy when they succeed."

K2: "Students should be encouraged to enjoy the development of their dexterity and other physical skills and to practice performing in various ways. Imagination, ingenuity, and expressive abilities are developed through activities such as play, adventure, music, drama, storytelling, media presentations, and visual expressions, as well as through manual work."

K3: "In school, students should learn basic facts about what promotes their own and collective well-being, security, and a good everyday life."

K7: "All students belong to the student body and can, according to their age and capabilities, participate in making decisions about matters concerning themselves."  

Health and Wellbeing is part of the core content I3 in religion for grade 3:

  • "Key aspects are life skills, self-awareness, emotional skills, and overall wellbeing."

The goals related to I3 in religion for grade 3 are:

  • M7 encourage the student to respect what is sacred for oneself and others and to act appropriately in different religious contexts and situations
  • M9 guide the student to understand the values in human rights, especially in the UN Convention on the Rights of the Child, from both an individual and collective perspective
  • M10 guide the student to evaluate their choices and reflect on the values that influence them from an ethical perspective with regard to a sustainable future
  • M12 help and support the student to develop and strengthen a positive view of the world, positive self-esteem, and belief in life

K1: "There should be room for curiosity, gaining insight, discovering and inventing, imagining, and finding joy in learning. [...] Students should be guided to recognize their progress, become aware of their strengths as learners, and feel joy when they succeed."

K2: "Students should be encouraged to enjoy the development of their dexterity and other physical skills and practice performing in various ways. Imagination, inventiveness, and expressiveness are developed through play, adventure, music, drama, storytelling, media presentations, visual expressions, and hands-on work."

K3: "In school, students should learn fundamental facts about what promotes personal and shared well-being, safety, and a good daily life."

K6: "They should be encouraged to identify their strengths and be interested in various things. Students should be encouraged to be persistent, complete their work, and value the results of their efforts."

Health and Well-being is part of the central content I3 in music for third grade:

  • "In teaching, connections are made to other subjects and to one's own living environment while reflecting on the meanings of music in various life situations across different times and eras."

 

The goals related to I3 in religion for third grade are:

  • M8 to help the student observe how music affects well-being and ensure that music and the sound environment are safe

K3: "In school, students should learn basic facts about what promotes their own and collective well-being, security, and a good daily life."