References to Vörå municipality's curriculum for grades 1-9 regarding social sustainability:
Each theme area includes references from the curriculum for each subject where the theme can be reflected.
Here are references to the theme Social Well-being, Community, and Respect in the subjects of Chemistry, Physical Education, Religion, Health, and Arts.
There are also references to the theme Well-being Days as an opportunity for a theme day at school.
THEME: SOCIAL WELL-BEING, COMMUNITY AND RESPECT
"The teaching should convey an image of chemistry's importance for a sustainable future: chemistry is needed to develop new solutions and ensure the well-being of the environment and humans."
Social well-being, community, and respect are present in the core content I3 in chemistry for grade 7:
- "Content related to chemical phenomena and applications is selected with special consideration for technology and human well-being."
The objectives related to I3 in chemistry for grade 7 are:
- M15 guide the student to apply their knowledge and skills in chemistry within multidisciplinary areas and provide the student with opportunities to learn how chemistry is applied in various situations, for example, in nature, business, organizations, or scientific communities
K6: "It's crucial that students, by this stage, gain experience in the workforce and learn to collaborate with entities outside of school, so they can also practice behaving and cooperating in the manner expected in the workplace, and understand the importance of language skills and communicative abilities"
"The mission of physical education is to enhance students' well-being by supporting their physical, social, and psychological abilities and fostering a positive attitude toward their own bodies."
Social well-being, community, and respect are part of the key content I2 in physical education for 7th grade:
- "Through gym tasks, students learn to evaluate and develop their social abilities."
The goals related to I2 in physical education for 7th grade are:
- M8 guide the student to collaborate with others and regulate their actions and emotional expressions in gym situations, considering others
- M9 guide the student to participate in activities according to the principle of fair play and take responsibility for joint activities
K2: "Students should learn to view cultural diversity as a positive resource. At the same time, they are guided to observe how cultures, religions, and viewpoints impact society and everyday life, and to reflect on issues that contradict human rights and therefore cannot be accepted. Schoolwork should systematically promote respect and trust for other groups and ethnicities. [...] Students should learn to empathize with others' situations, treat other people with respect, and adhere to good practices."
K3: "Students should be guided and encouraged to take responsibility for themselves, for others, and for everyday life. [...] Students practice their social skills, and the development of emotional skills is supported."
Social Well-being, Community, and Respect are part of the core content I3 in religion for Grade 7:
- "One also reflects on ethical aspects of personal choices and how they affect one's own and others' well-being."
The goals connected to I3 in religion for Grade 7 are:
- M8 encourage the student to consider human life questions and current ethical issues and their own values in relation to them
- M9 inspire the student to examine ethical aspects of their choices and how they impact well-being and encourage the student to live a sustainable lifestyle
- M10 motivate the student to interact with different people today and in the future during continued studies, in working life, and in leisure time
K1: "The ability to think should also be developed by creating various opportunities for students to solve problems, both independently and collaboratively, to argue, draw conclusions, and discover causal relationships and connections between different phenomena in order to learn to think systematically."
K2: "Students should learn to see cultural diversity as a positive resource. At the same time, they are guided to pay attention to how cultures, religions, and beliefs affect society and everyday life, and to consider issues that conflict with human rights and therefore cannot be accepted. School work should systematically promote respect and trust towards other groups and peoples. Students investigate the main conventions on human rights, what they mean, and how they are realized in the world. [...] Students should learn to empathize with others' situations, to treat other people with respect, and to follow good conduct."
K6: "It's important that students, at this stage at the latest, gain experience of working life and collaborating with actors outside the school to practice behaving and cooperating in the manner required in the workplace and to realize the importance of language skills and communication abilities."
K7: "The teaching should give students the opportunity to strengthen and deepen their interest in community and societal issues and to practice participating as members of a democratic society. Participating in the own class community, various teaching groups, the student body, and the whole school community in different ways, thereby being heard and appreciated, helps students understand and learn how to influence. Students should gain knowledge and experience of how to participate in socially beneficial activities, such as peer student programs, environmental activities, or volunteer work, or influence through media, art, the public sector, civic organizations, and political parties. [...] They learn to negotiate, compromise, and resolve conflicts. Collaborative projects and concrete actions for the benefit of the environment and other people widen the range of responsibilities."
"In the teaching, phenomena related to health, well-being, and safety are examined in a manner suitable for the age group using various components. These components include knowledge, skills, self-awareness, critical thinking, and ethical responsibility regarding health."
Social well-being, community, and respect are central contents I2 in health education in grade 7:
- "Mental health, environments, and communities that support well-being, as well as meaningful leisure activities, are examined as health-promoting resources."
The objectives related to I2 in health education for grade 7 are:
- M2 guide the student to develop their emotional and social skills, as well as the ability to handle different conflict and crisis situations
- M3 guide the student to develop self-awareness and pay attention to their values and attitudes, as well as the signals of the body and mind, and to identify and control factors that support their own behavior, learning, and studies
- M4 guide the student to comprehensively consider questions related to individuality, community, and equality from a health perspective and support the student's ability to act responsibly in social situations
- M5 guide the student to deepen their understanding of physical, mental, and social health, factors and mechanisms that strengthen and threaten health, and support the student's ability to use related concepts correctly
K1: "The ability to think should also be developed by creating various opportunities for students to solve problems both independently and collaboratively, to argue, draw conclusions, and discover cause-and-effect relationships and connections between different phenomena to learn to think systematically."
K2: "Students should learn to see cultural diversity as a positive resource. At the same time, they are guided to observe how cultures, religions, and beliefs affect society and everyday life and to reflect on issues that conflict with human rights and can therefore not be accepted. In schoolwork, respect and trust for other groups and peoples should be consistently promoted. Students investigate the most important human rights conventions, what they entail, and how they are realized in the world. [...] Students should learn to empathize with others, to treat others with respect, and to follow good etiquette."
K3: "Students should be guided and encouraged to take responsibility for themselves, for others, and for daily routines. [...] Students practice their social skills, and the development of emotional skills is supported."
K4: "Students should be encouraged to use their literacy skills to influence and participate in various ways in their environment, in media, and in society. Teaching should provide students with plenty of opportunities to practice these skills together."
K6: "It's important that students gain experience in working life and collaborating with actors outside of school at this stage so they can practice behaving and collaborating in ways expected in the workplace and realize the importance of language skills and communication abilities."
K7: "Teaching should give students the opportunity to strengthen and deepen their interest in community and societal issues and to practice participating as members of a democratic society. By participating in the class community, different learning groups, the student body, and the entire school community in various ways, and thus being heard and appreciated, students learn how they can make an impact. Students should gain knowledge and experience in participating in socially beneficial activities, like peer support initiatives, environmental activities, or volunteer work, or influencing through media, art, the public sector, civic organizations, and political parties. [...] They learn to negotiate, compromise, and resolve conflicts. Cooperative projects and concrete actions for the benefit of the environment and others broaden the area of responsibility."
"The student learns both individually and with others, which supports the student's identity development, participation, and well-being."
Social well-being, community, and respect are part of the core content I1 in visual arts for grade 7:
- "The teaching addresses the significance of one's own visual expressions in relation to the living environment and how one can influence society."
The goals related to I2 in visual arts for grade 7 are:
- M2 encourage the student to discuss their own and others' observations and thoughts and justify their opinions
- M5 guide the student to apply an investigative approach when creating images independently or with others
- M11 encourage the student to consider cultural diversity and sustainable development in their art creation and to influence through images
K1: "The ability to think should also be developed by creating various opportunities for students to solve problems, both independently and collaboratively, to argue, draw conclusions, and discover causality and connections between different phenomena in order to learn to think systematically."
K2: "Students should learn to view cultural diversity as a positive resource. At the same time, they are guided to observe how cultures, religions, and beliefs influence society and everyday life, and to reflect on issues that contradict human rights and are therefore unacceptable. In schoolwork, respect and trust for other groups and peoples should be systematically promoted. [...] Students should learn to empathize with others, to treat others with respect, and to follow good practices."
K3: "Students should be guided and encouraged to take responsibility for themselves, for others, and for everyday life. [...] Students practice their social skills and the development of emotional skills is supported."
K4: "Students should be encouraged to use their multiliteracy skills to influence and participate in various ways in their environment, in media, and in society. The teaching should provide students with plenty of opportunities to practice these skills together."
K5: "Social media services should be used in teaching so that students realize the importance of collaboration and communication for learning, for investigative work, and for creating something new."
K6: "It is important that students gain experience of working life and collaborating with actors outside the school at this stage, so that they also get to practice behaving and collaborating in the manner expected in the workplace and realize the importance of language skills and communication abilities."
K7: "Teaching should provide students with the opportunity to strengthen and deepen their interest in common and societal issues and to practice participating as members of a democratic society."
"Holistic teaching is an important part of the operational culture that supports pedagogical consistency in basic education. The goal is to enable an understanding of the relationship between different phenomena and how they depend on each other."
- "For instance, teaching can be conducted by organizing engaging events such as theme days, various gatherings, campaigns, field trips, and camp schools."
- "When planning activities like theme days, outdoor activities, and multidisciplinary study areas, we consider students' suggestions right from the start of the planning process."