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

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

Here are references to the theme area Active Citizenship  in the subjects SAMH, GE, RE, MO, and SL.

THEME: ACTIVE CITIZENSHIP

Active Citizenship is part of the central content in I3 in social studies for grade 9:

  • "Active citizenship and influence. Students become familiar with different channels and means for societal influence. The school should create concrete opportunities for participation and active, responsible, and constructive collaboration, both within and outside of school, so that students can practice using skills needed in societal activities, work life, and economic activities."

 

The goals related to I3 in social studies for grade 9 are:

  • M1 Guide the student to strengthen their interest in the surrounding society and social studies as a field of science
  • M4 Help the student deepen and update their knowledge and skills regarding society, economy, and consumption, and critically evaluate the role and importance of media
  • M7 Support the student in understanding the principles of societal decision-making and democratic procedures at the local, national, EU, and global levels, and in acting as an active citizen who develops their local community
  • M9 Guide the student to broaden their societal perspective, engage in societal activities and discussions, and use their media and societal knowledge when forming their own opinions as a citizen

K1: "The ability to think should further 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 to learn systematic thinking. The development of ethical thinking should be supported through discussions about right and wrong, a good life, virtues, and ethical principles."

K2: "Students should be supported in school work to develop a cultural identity and a culturally sustainable lifestyle based on respect for human rights. [...] Experience of communication in and outside school and of international cooperation broadens students' worldviews and develops their ability for dialogue. Students should practice expressing their opinions constructively and applying their knowledge in presentations and various collaborative and communication situations. Students should learn to empathize with others, treat people with respect, and adhere to proper conduct."

K3: "Students should be guided and encouraged to take responsibility for themselves, for others, and for daily life. They should be given more opportunities to participate in planning and implementing schoolwork and the learning environment."

K4: "Students should be encouraged to use their literacy skills to influence and engage in various ways in their environment, in media, and in society. The instruction should provide ample opportunities for students to practice these skills together."

K7: "The instruction should provide students with the opportunity to strengthen and deepen their interest in communal and societal issues and to practice participating as members of a democratic society. [...] Students should gain knowledge and experiences in how to engage in community-beneficial activities, such as peer education, environmental activities or volunteering, or through influencing via media, art, the public sector, civic organizations, and political parties."

Active Citizenship is included in the core content I6 of geography in grade 9:

  • "They examine the life cycle of products and reflect on their own consumption choices and how to live as a responsible citizen."

 

The objectives related to I6 in geography in grade 9 are:

  • M4 encourage students to reflect on the interaction between humans and nature as well as to understand the importance of sustainable use of natural resources
  • M9 teach students to observe the environment and changes in it and encourage them to keep up with current events in their local environment, in Finland, and globally
  • M11 guide students to care for nature, the built environment, and their diversity, and strengthen their ability to participate and make an impact
  • M12 support students in growing into active and responsible citizens who adopt a sustainable lifestyle

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. Teaching should provide students with plenty of opportunities to practice these skills together."

K7: "Teaching should give students the opportunity to strengthen and deepen their interest in communal and societal issues and to practice participating as members of a democratic society. [...] Students should gain knowledge and experience on how to engage in socially beneficial activities, such as peer activities, environmental initiatives, or volunteer work, or influence through media, art, the public sector, civic organizations, and political parties."

"Religious education should support the student's development into a responsible member of their group, the democratic society, and a responsible global citizen."

 

Active Citizenship is featured in the core content I3 in religion for grade 9:

  • "The teaching addresses life issues and questions related to Finnish society, global responsibility, environment, and animals from an ethical perspective. Ethical questions are reflected upon using current media examples. Students also reflect on ethical aspects of their own choices and how these affect their own and others' well-being."

 

The goals related to I6 in geography for grade 9 are:

  • M5 guide the student to observe and assess various ways of arguing and differences between religious and scientific language
  • M8 encourage the student to ponder human life issues and current ethical questions and their own values in relation to them 
  • M9 inspire the student to examine the ethical aspects of their choices and how they affect well-being and encourage the student towards a sustainable lifestyle 
  • M10 motivate the student to interact with different people today and in the future during further studies, in working life, and in leisure

K1: "Cognitive abilities 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 systematic thinking. The development of ethical thinking should be supported through discussions on right and wrong, a good life and virtues, as well as ethical principles."

K2: "Students should be supported in their schoolwork to develop a cultural identity and a culturally sustainable lifestyle, based on respect for human rights. [...] Experience in communication both within and outside the school, and international cooperation broadens students' worldviews and develops their ability for dialogue. Students should be encouraged to express their opinions constructively and to apply their knowledge in presentations and various cooperation and communication situations. Students should learn to empathize with others, treat other people with respect, and adhere to good conduct."

K3: "Students should be guided and encouraged to take responsibility for themselves, for others, and for everyday life. They should be given more opportunities to participate in planning and implementing schoolwork and the learning environment."

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. Teaching should provide students with plenty of opportunities to practice these skills together."

K6: "It is important that students, at the latest at this stage, gain experience in working life and in collaborating with actors outside the school, to practice behaving and cooperating as expected in the workplace and to realize the importance of language skills and communicative abilities."

K7: "Teaching should give students the opportunity to strengthen and deepen their interest in common and social issues and practice participating as members of a democratic society. [...] Students should gain knowledge and experience of how to participate in societal activities, for example through peer mentoring, environmental activities, volunteer work, or influencing through media, art, the public sector, civic organizations, and political parties."

"Students are guided to engage in various communication situations and multimedia environments so they become familiar with their own methods of communication and can contribute to a positive communication climate. The mission of teaching is to promote students' development into active and engaged citizens who can justify their viewpoints and influence their own lives and the surrounding society using various means of communication."

 

Active Citizenship is included in the core content I1 in the mother tongue subject in grade 9:

  • "Students strengthen their skills in navigating different types of communication situations, even outside of school. They increase their awareness of the significance of their own and others' communicative choices. They practice listening and speaking by exchanging ideas, arguing, negotiating, and solving problems, and they practice justifying their opinions and analyzing their strengths and areas for development as communicators."

 

The goals associated with I1 in the mother tongue subject in grade 9 are:

  • M1 guide the student to develop the ability to communicate purposefully, appropriately, ethically, and constructively in various communication environments
  • M2 encourage the student to develop the ability to communicate in groups and to develop the ability to justify their opinions and their linguistic and communicative choices 
  • M3 support the student in expanding their ability to express themselves in different types of communication situations, including through drama 
  • M4 encourage the student to further develop their communicative skills so they learn to observe their own communication and identify their strengths and weaknesses in different communication environments, including multimedia

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 connections and relationships between different phenomena in order to learn to think systematically. The development of ethical thinking should be supported through discussions about right and wrong, a good life, and virtues, as well as ethical principles."

K2: "In schoolwork, students should be supported in developing a cultural identity and a culturally sustainable lifestyle, based on respect for human rights. [...] Experiences of communication inside and outside of school and international cooperation broaden students' worldviews and develop their ability for dialogue. Students should get practice in expressing their opinions constructively and applying their knowledge in presentations and various cooperative and communication situations. Students should learn to empathize with others, treat other people with respect, and follow good conduct."

K3: "Students should be guided and encouraged to take responsibility for themselves, for others, and for daily life. Students should be given more opportunities to participate in planning and realizing schoolwork and the learning environment."

K6: "It is important that students, at the latest by this stage, gain experience in working life and collaborating with actors outside of school so that they also get to practice behaving and cooperating in the manner required in the workplace, as well as understanding the importance of language skills and communication abilities."

K7: "Teaching should give students the opportunity to strengthen and deepen their interest in communal and societal issues and to practice participating as members of a democratic society. [...] Students should acquire knowledge and experience in how to engage in activities beneficial to society, such as peer mentoring programs, environmental activities, or volunteer work, or influence through media, art, the public sector, civic organizations, and political parties."

"The teaching of crafts is intended to nurture ethical, conscious, and active as well as knowledgeable and enterprising citizens who value their crafting skills, can express themselves through craft, and are eager to preserve and develop the craft culture."

 

Active Citizenship is part of the core content I8 in craft for 9th grade:

  • "Students explore the different meanings that crafts and various craft products can have from individual, societal, and environmental perspectives. Students reflect on how crafts promote sustainable development and well-being in everyday life. Students learn to participate, influence, and communicate through crafts."

 

The objectives related to I8 in crafts for 9th grade are:

  • M7 guide the student to understand the importance of practical skills, crafts, and technology in their own life, society, entrepreneurship, and other working environments
  • M8 guide the student to think economically and to make choices that promote a sustainable lifestyle in connection with the craft process

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. The development of ethical thinking should be supported through discussions about right and wrong, a good life and virtues, as well as ethical principles."

K4: "Students should be encouraged to use their multiliteracy skills also 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 is important that students, at this stage at the latest, gain experience of working life and collaborating with actors outside of school, so that they also get to practice behaving and cooperating in the manner expected in the workplace, and understand the importance of language skills and communicative 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. [...] Students should gain knowledge and experiences of how to participate in community service activities, such as buddy programs, environmental activities, or volunteer work, or to influence through media, art, the public sector, civic organizations, and political parties."