This material has been drawn up to support the discussion of the crisis situation in Ukraine in basic education and general upper secondary education. Material has been compiled on this page under those points in the curricula for some subjects that would be suitable for discussing the Ukraine crisis. It is a topical issue that can also be discussed in other subjects. The material can be used in ways that are appropriate and suitable for the different age groups.

The basic information related to the Ukraine crisis and the questions it evokes can be discussed as a natural part of everyday activities in basic education and general upper secondary education. The material is aimed at ensuring that every pupil and student in education following a national core curricula has the opportunity to talk and receive basic information about the Ukraine crisis and how it affects the situation in Finland.

In most subjects, topics and phenomena related to the crisis can be discussed diversely using a variety working methods and source materials. The aim is to give the pupils and students information about the crisis and its background and to provide them with tools for processing their thoughts, feelings and fears. 

In a crisis situation, the staff's task is to create and support a sense of security and safety and maintain everyday life that is as normal as possible for the pupils and students. The staff know the pupils and students of their own school and their situation best and are able to choose the contents, the scope of the discussion and the possible division of work (e.g., by subject or by teacher) to be used in their own operation. It is possible to get support from student welfare services for discussing the crisis.

In addition to discussing the crisis, it is also important to make sure that, to counterbalance the situation that causes anxiety, pupils and students have enough other activities directing their thoughts and mind to other, joyful activities that create faith in the future.
 

Educational institutions should plan how the Ukraine crisis and its impacts will be discussed in the actual teaching and learning of different subjects or in interdisciplinary cooperation, and in a more informal manner as part of other school activities such as lessons held by the group instructor or form teacher. It is important for education providers to ensure that the topic is discussed with pupils and students taking into account their age level and wishes. 

Correct information and clarifying answers must be available, but children and young people must not be subjected to an excessive flood of discussions on the topic to avoid distress.  

Pupils and students should be offered opportunities to discuss different feelings and experiences together. Discussing the crisis involves matters that evoke difficult and even strong feelings. It is therefore necessary to ensure that, if they need to, pupils and students can talk to someone and receive support from student welfare services. It is also important to make sure that the communication and support reach pupils and students from the different language groups.  

A crisis situation often raises concerns about the future. It may be the first time the child or the young person experiences a situation that confuses and causes anxiety even in adults and it makes the child or young person scared and uncertain. Holding on to familiar routines is important. The crisis should be talked about as a temporary state and, in spite of everything, the focus should be on the good things that can be expected in the future. Things that are not certain should not be promised. 

The most important thing in building faith in the future is trusting that it is possible to cope with everything together. Here, the school culture plays a key role. The adults in the school support the pupils and no one needs to manage or cope on their own. It is important to talk about different feelings and experiences and help pupils reflect on their experiences and name feelings related to them. An important aspect in strengthening the faith and trust in the future is to encourage pupils to regular school attendance and strengthen the feeling that school is a safe place for everyone.  

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In basic education and general upper secondary education, transversal competence is a key part of both subject-specific studies and studies integrating the different subjects. Studies that develop transversal competence are aimed at deepening pupils’ competence through examination of societal and cultural phenomena and the interconnections and interdependencies between them.  These goals support discussing the crisis in teaching and learning. 

Basic education 

In basic education, the objectives and principles of transversal competence enable discussion on topics related to Russia’s invasion and the crisis in Ukraine and are compatible with them. In basic education, transversal competence increases in connection with the teaching and learning of every subject. At the core of transversal competence in all situations is the idea that school is an interactive and encouraging community in which the pupil can feel that they are heard, seen and valued.  

Examples 

  • The objective of the Thinking and learning to learn (T1) competence area is to learn to make observations, seek, evaluate, edit, produce and share information, and interact with the environment in changing situations as well. 
  • Cultural competence, interaction and self-expression (T2) helps pupils to act in the world with cultural, linguistic, religious and philosophical diversity and in different situations in the pupil's immediate community. Demonstrating equality, fairness and human dignity in practice is essential.
  • The competence area Taking care of oneself and managing daily life (T3) makes it visible how the different situations encountered in life require different competences. It is possible to prepare for different situations by increasing one’s knowledge, skills and competence. Faith in the future and trusting one’s own competence and life management skills support pupils’ faith in the future. The objective is to practice how everyone can through their actions influence their own and others’ safety and well-being.  
  • Multiliteracy (T4) supports the development of critical thinking skills and evaluation of information and helps to assess and obtain reliable information. 
  • ICT-competence (T5) guides pupils to realise the importance of ICT in interaction between people and as a means of exerting influence.  Pupils also learn to understand the opportunities and risks of ICT in the global world. It should also be discussed what kind of information and interaction pupils should be able to protect themselves from. 
  • Participation, involvement and building a sustainable future (T7) lays a foundation of competence for the pupils' growth into active citizens who use their democratic rights and freedoms responsibly. Pupils learn to work together and are offered opportunities to practise negotiation skills, arbitration and conflict resolution as well as critical examination of issues. They also consider the links between the past, the present and the future and reflect on various alternative futures.  

General upper secondary education    

Transversal competence in general upper secondary education increases in connection with the teaching and learning of every subject.  

In the field of well-being competence, general upper secondary studies improve the students’ ability to tolerate uncertainty, tenacity, and trust in future. The students are offered possibilities for doing things and learning together as well as finding ways of encountering the uncertainties of a changing world. 

The starting point for good communication is empathy, which enables experiences of meaningfulness. The students can feel part of the school community, and they are heard as themselves. The students develop their interaction competence by recognising, processing, and regulating their emotions. They also learn to listen to, respect and anticipate other people's emotions and views and their expression. They learn to use emotions as a resource in interaction. 

Multidisciplinary and creative competence strengthens the ability to assess the reliability of information. The students reflect on solutions for a sustainable future which take into account the connections between the environment, economy, technology, and politics, and learn to produce and evaluate alternative future scenarios from the perspectives of individuals, communities, and ecosystems. 

Societal competence deepens the students’ understanding of their own roles, responsibilities, and possibilities related to supporting the diverse realisation of democracy in society around them and in cooperation with others.  The students learn to understand and appreciate the operating principles and structures of a democratic and fair society built on equality and equity. The students adopt active citizenship and agency skills. They are motivated to take a stand on societal issues as well as to submit and promote initiatives. 
 

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The main objective in the instruction of mother tongue and literature is to learn to act constructively in different spoken and written interactive situations and environments. From the perspective of discussing the crisis situation in the instruction of the subject, the emphasis is on diverse interaction skills, expression of one's own thoughts, interpretation of texts, critical media literacy, information management skills, assessment of the reliability of the sources and ethical consideration of information. The development of the cultural literacy and the identity of children and young people can be supported in teaching and learning.
 

Topical themes, texts, and sources are used in the teaching and learning in a way that is suitable for the age level of the pupils and students. The crisis situation evokes different feelings, questions and thoughts in children and young people. They can be used in the teaching and learning to discuss, write and produce audiovisual texts. Multimodal media texts related to the crisis situation chosen not only by the teacher but also by the children and young people can also be selected to be analysed, compared, interpreted and evaluated critically. 
 

Discussion may arise particularly about the media use of children and young people, different sources of news and the need to regulate media use. The issues that can be discussed in the teaching and learning include thoughts evoked by the texts, means of influencing, propaganda, disinformation, the responsibility involved in sharing media content, and the operating principles of different media platforms. Media in the different languages that the children and young people know can also be examined. Fiction and non-fiction and fictive films and documentaries can be selected for discussion according to the current situation.  
 

However, it is important to make it possible for pupils to detach themselves from the processing of information about the distressing situation in teaching and learning, for example, through reading, listening and watching fictive texts and through own creative production (writing and drama). 

 

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Language subjects are practical subjects and tool subjects also in conflict situations. A person with language awareness and language skills is an ethical actor. They demonstrate their skills, knowledge and will when acting constructively in a culturally and linguistically diverse world.  
 

Behaving. Empathy, good manners and constructive interaction, or mediation, are emphasised in all language subjects. 
Multilingual competence means an ability to perceive links and differences between languages and cultures. One of the general objectives of foreign languages instruction is courage to use the language in global contexts. Talking increases constructive interaction and mutual understanding.  
 

Talking. In foreign language classes, pupils practice influencing matters through constructive discussion and gain courage to do so. 
Increasing language proficiency promotes peace. Diverse language proficiency and an understanding of the cultural heritage of another country help to understand the importance of attitudes and values in international cooperation. Languages are a tool for understanding. Language skills have a special role in negotiation situations, in which it is important to understand the communication of a person speaking a different language. 
 

Negotiating. In foreign language lessons, pupils learn to understand experiences of otherness and practice listening to another person. 
Following topical material – the news, literature and research – widens the perspective of pupils and students in crisis situations. A lot of topical news material is used in foreign language classes. Societal discussions arising from the needs of pupils and students play an important role. On the other hand, lessons may be a safe moment for pupils and students, as they provide an opportunity to be out of reach of the news flow and take away the distressing thoughts for a moment. In the lessons, pupils and students can reflect on what everyone could do to help those affected by the war. Concrete activity and experienced meaningfulness may help to move forward. 
 

Monitoring topical events. Reflecting on the news creatively and from multiple perspectives in foreign language lessons helps to understand the whole.                               
Asking how another person is, which is included in the contents of foreign languages, can be made part of every lesson. How everyone is feeling can be safely discussed in pairs, small groups and together. 
According to the National core curriculum for general upper secondary education (2019) “The students develop their interaction competence by recognising, processing, and regulating their emotions. They also learn to listen to, respect and anticipate other people's emotions and views and their expression. They learn to use emotions as a resource in interaction.”
Language teachers can apply the Finnish National Agency for Education’s guide on emotions (Tunteesta tunteeseen, available in Finnish only) to practising dialogue and emotional skills in the target language 

A joint conversation in the language of instruction and with a focus on resources and what everyone does in their daily life to stay well and relax should be included in the discussion on the crisis situation according to the needs of the group. Different online relaxation, breathing and gratitude exercises and strength cards in the target language help to seize the moment. 
 

Daring to feel and dream. In foreign language lessons, room is given to a wide variety of feelings, and experiences are shared. 
 

Tips for discussing Russia’s invasion of Ukraine in foreign language lessons: 

•    Draw up news broadcasts on Russia’s invasion of Ukraine from the point of view of the different parties to the war. 
•    Look for memes related to current news topics. First, present them in small groups and then to the entire group. Reflect on how you would explain them to people who do not know what memes are. 
•    In roles of different persons, write messages, updates and news to social media. Who writes and to whom? 
•    Write and give a speech. Who talks and to whom? 
•    Make role cards for simulated peace negotiations. Negotiate peace. 
•    Peace in Europe! Draw up a peace treaty containing five separate sections. 
•    Make news broadcasts on different scenarios in one week’s, one month's and one year’s time. How is Europe doing? 

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The task geography in basic education and general upper secondary education is to support the construction of learners’ worldview. In geography, the Ukraine crisis can be discussed with maps and other geomedia sources as a natural part of teaching and learning.
 

The youngest learners may build a geographic overall picture by identifying on the map the place names that occur in the news. Digital map services and maps of news sources can be used for this purpose alongside printed maps. The teacher can encourage learners to pose geographical questions related to the topic, and answers to them are sought together.  It is also possible to learn about the natural environment and culture in Ukraine.
 

As for older learners, the Ukraine crisis can be discussed by taking advantage of different types of maps and levels of regions. The content of the theme maps can be both natural and human geography.
The key contents discussed in the subject include the natural resources of Ukraine and their accessibility, the location of livelihoods and the population, transport connections and migration of the population, such as fleeing the war. When discussing the topic, learners should be encouraged to justify interpretations and analyses, examine geomedia sources critically and pay special attention to respecting cultural diversity and human rights.  
 

The news is an important source of information in the familiarisation with the diverse world also with regard to the Ukraine crisis. However, the need to use the news and the way to do it must be considered on a case-by-case basis and learners should be supported in critical reflection on the events reported in the news. Considering their age level, learners should be challenged to interpret and analyse the news in a way typical of geography, focusing on the cause-and-effect relationships and regional significance of the topic.    
 

The news may evoke strong feelings and a desire to influence matters. Dialogic teaching, social and emotional learning and the practising of thinking and conversation skills are relevant approaches here. 

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History

The starting point in the teaching and learning of history is that knowledge about the past helps pupils to understand the development that has led to the present time, the world of their own time and the change processes in it. In addition, the motives and impacts of human activities in different times and different situations are examined. As it is very typical to discuss topical events in the world in every history and social studies lesson, Russia's invasion of Ukraine should also be discussed as part of the teaching and learning.  
 

In history, attention is paid to critical assessment of the reliability of the information and the subject provides capabilities to assess the reliability of information also in today’s world. It is stated in the objectives of the curriculum for history that students follow the media actively and are able to examine international questions critically. In addition to social media, young people should be encouraged to also follow the national and international media. Various media monitoring tasks are also well suited for discussing the Ukraine crisis. A lot of different material produced on the Ukraine crisis by different parties is available for the teacher to use in their teaching, taking into account the age level of the pupils. 
 

International politics and the history of Russia are discussed in the teaching and learning of history in both basic education and general upper secondary education. Russia’s invasion can be discussed as a particularly natural part of the teaching and learning of history in grade 8, when pupils learn the history of Finland and the rest of the world from the 1900s until today. The key themes of the study unit on international relationships in general upper secondary school include the tension between confrontation and cooperation, the pursuit of balance and security, and the competition between different political systems. This study unit is especially suited for examining the Ukraine crisis.

Social studies

In social studies, the pupils are guided to follow topical issues and events and to understand their connection to their own lives. It is essential to learn to obtain information produced by actors of different types and evaluate it critically. The aim is also to learn to understand the importance of human rights and equality and to understand the legal principles of society. Pupils are guided to understand the principles of societal decision-making and democratic practices at the local, national and European Union level.    
 

In social studies, pupils in both comprehensive school and general upper secondary education learn about the freedom of speech, the role and influence of the media, and the use of media knowledge and skills.  Usually, current matters and events in Finland and globally are followed in every social studies lesson in comprehensive school and general upper secondary education. For example, different timelines are good ways to gain an understanding of the events in the teaching and learning of both history and social studies.
As topical material is available for comparison and critical evaluation, the teacher can use entire lessons for discussing the war in Ukraine. Teachers know their group best and know to what extent matters should be discussed with different groups. The discussion environment during the lessons should be kept safe and calm.  

One of the main content areas in social studies in secondary school is democratic society, in which pupils learn about matters such as human rights and the media. In the first study unit of social studies in general upper secondary education, the matters dealt with include exerting influence in society through the media and the opportunities and challenges of democracy from different perspectives. Changes and threats related to citizens’ safety and security and the international security environment, and the possibilities to solve them are in turn discussed in the third study unit of social studies in general upper secondary education   
 

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Knowledge of the questions philosophy explores lays the foundation for the understanding and rational evaluation of views concerning the world, society and humanity. Studying philosophical thinking develops the students' ethical reflection and skills in weighing critically the justifications for different views. These skills provide an opportunity to reflect on distressing events by discussing them together.


In philosophy in general upper secondary education, Russia's invasion of Ukraine can be discussed as a natural part of the common ethics module (FI2), in which one of the objectives of the course is to be able to apply ethics to issues concerning society and the content of which includes human and fundamental rights.
 

In the module of social philosophy (FI3), there are a wealth of contents related to the topic, such as the concepts of social order and justice and issues related to power. In the module, issues such as the justification for war and offensive war can be examined as a violation of the system of international rights. The functioning of the rule of law in a crisis situation such as this can be discussed from the points of view of different social philosophies, both in relation to international aid and, for example, in relation to how Russian people and refugees are treated in Finland by respecting human rights.

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In psychology, Russia's invasion of Ukraine can be discussed as a natural part of all study units through the different areas of psychology. For example, the topic can be approached from the perspectives of maintaining a mental balance, stress, resilience, crises and mental health (PS1 and PS4) and from the perspectives of social psychology (PS5) and research data on human information processing (PS3). Crisis situations in society may also affect the development (PS2), identity and personality (PS5) of an individual.


Discussions about research data and conversations conducted in a safe atmosphere can provide tools for understanding conflicts and their mental and social impacts, strengthen the mental resources of the individual and reduce the possible distress caused by the situation. 

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Russia's invasion of Ukraine evokes a wide variety of feelings. It may bring up attitudes that date back generations. The war causes concern, distress and feelings of unfairness. News about the war is also a fertile ground for an increase in hate speech and discrimination that violate human rights.

Educational institutions must be a safe environment for children and young people to process their feelings and discuss topics that may be very difficult. The teaching and learning of religion and ethics supports resilience and building of a good life of one’s own. Religion and ethics help to structure the world and one’s own place in it and create faith in the future. In religion and ethics lessons, time should be reserved for questions pupils and students have about the war, their reflections on it and for processing the feelings that the topic evokes.

Religion

In basic education, all syllabuses for religion in different grades familiarise pupils with human rights, the Convention on the Rights of the Child and the ethical principles of religions. In the subject, they exercise empathy skills, emotional and dialogue skills and reflection on questions concerning ethics and life. The human rights perspective is included in the general objectives of teaching and learning in general upper secondary education as well. Similarly, the aim is to develop the student's thinking and interaction skills related to religious and ethical issues as well as the capabilities for acting as an active and responsible member of society.  
 

Through these objectives and contents, issues related to war and conflicts and international justice can also be discussed as a natural part of teaching and learning. The relationship between religion and society in Ukraine and Russia, the impact on the Ukraine crisis on the relationships between the churches, and the discussion on these subjects in the media can be analysed especially in the higher grades 7–9 of basic education and in modules 1, 2, 4 and 6 in general upper secondary education.
 

It is important to pay attention to ensuring that pupils and students with different linguistic and cultural backgrounds and worldviews can feel safe even when difficult issues are discussed and that the questions pupils and students have been reflecting on are examined in a way that maintains their sense of safety. 

Culture, worldview and ethics

In the culture, worldview and ethics subject in basic education, the foundations of communal life, human rights, the rights of children and ethical reflection are central topics that Russia’s invasion of Ukraine is related to.
 

The point of view with pupils in grades 1 and 2 is to reinforce their sense of safety. The war is not any child's fault and, according to the Convention on the Rights of the Child, children shall be protected in all circumstances. Familiarisation with Ukraine is also possible as the small pupils may not know what Ukraine is although they have heard people talking about. The rights of the child and the foundations of communal life are both related to the topic.
 

In higher grades, the discussion focuses on the issues of equity, peace and democracy alongside human rights and ethical questions. Critical examination of the news in the media is practised with older pupils. It is also possible to reflect on and aim to carry out concrete ways to help the victims of the war. Pupils can learn about Ukraine and its culture, for example, about the Orthodox religion. The sustainable development goals are remembered, particularly goal 16 Peace, justice and strong institutions.
 

In general upper secondary education, Russia’s invasion of Ukraine can be examined from both an ethical and societal perspective on the basis of the general objectives of ethics such as “are able to work constructively in different interactive situations, even those that involve disagreements” and “respect... human rights, positive intercultural encounters, social and global justice”. Citizens’ relationship with the actions of the State can be considered from the perspective of how Russian people are treated in Finland. The human rights perspective is essential.
 

One of the main objectives of the module Society and I is to “understand and be able to justify the principles of human rights, freedom of religion and conscience, equity, democracy, peace, social and global justice as well as the building of a sustainable future”. Another objective in the same module is that the students “improve their capabilities for constructive and responsible involvement in society”.
 

The linguistic and cultural backgrounds of pupils studying ethics are diverse. Constructive interaction, safety and security are important. You should ensure that the concepts used in the discussions are understood correctly.

 

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Basic education

Health education is included in environmental studies. In environmental studies in grades 3–6, the feelings and thoughts caused by the Ukraine crisis can be discussed in a pupil-centred manner. The feelings and attitudes towards Russian people living in Finland should also be acknowledged and discussed. If necessary, distressing pictures and videos related to the war can be discussed according to the children's age level, in cooperation with homes to protect children from harmful content. Coping methods are strengthened to reduce anxiety. Practical measures in different situations requiring first aid and in dangerous situations can also be practised.
 

Health education in grades 7–9 includes a number of content areas in the context of which it is possible to discuss the Ukraine crisis. In these content areas, the impact of the events on feelings, expression and regulation of emotions, and interaction in oneself, others and the population can be discussed. Discussing a stress model and the means of supporting well-being are important topics, and so is the importance of care, family and friends for well-being in a crisis situation. 
 

In health education, pupils learn to find support in different problem and crisis situations, also for the stress caused by the situation, experienced bullying, discrimination or violence or the threat of it. Safety skills and capabilities and first aid skills are practised. Bullying, discrimination and prevention of violence are discussed. Information sources and methods of exerting influence can be examined in lessons from the perspective of health effects and the reliability of information. At the same time, the impacts of Russia’s invasion on citizens’ equality, human rights and the rights of children can be reflected on. Attention is also paid to the implementation of equal treatment and rights of families and children with Ukrainian, Russian and Belarussian background.
 

The environmental effects of the war on the health of Europeans can also be discussed. At the same time, the human rights of refugees, the implementation of the rights of children and the opportunities for helping can also be highlighted.

General upper secondary education

In general upper secondary education, the discussion may focus on the impacts of Russia's invasion on health, on the individual, community-based, societal and global preconditions for health, and on an individual's mental health and resources, also taking into account the population with Ukrainian and Russian background in Finland.  
 

In the teaching and learning, the topics discussed may include methods that maintain factors and resources protecting mental health, such as factors affecting the basis of the well-being of body and mind, processing of stress and crises, and methods related to managing mental strain especially in relation to concerns, anxiety and fears.  
 

In the teaching and learning, it is also possible to examine distinguishing scientific information, everyday information and distortions of thinking, the forms and influencing methods of health communication during a crisis, explaining the influencing mechanisms and consequences of information, and assessing the importance and reliability of communication.  The provision and production of health and social services in a crisis situation, justified use of services to support and help the individual, and the importance of self-care to health can also be discussed.
 

Ethical issues related to health (virtues, consequences, rights and responsibilities, motives, values and norms) can also be brought up in the teaching and learning in the context of Russia’s invasion, and the consequences war has on health inequalities and sustainable development. 

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The subject crafts guides to managing an entire crafts process. The significance of crafts lies in the persistent and innovative working process and the positive experience that strengthens self-esteem and brings joy. 
 

Crafts are good for the brain even in the middle of a crisis. Studies had proved that knitting, crocheting and sewing help the individual concentrate on being present and on the moment. This, in turn, plays a key role in dispersing or clarifying the thoughts that preoccupy us When a person is concentrating on craftwork in peace or reaches a state of flow in their work, their heart rate slows down and blood pressure goes down. The impact of crafts is based specifically on being sedentary and calming down. 
 

Crafts are an effective way for the brain and the body to also recover from the state of stress the ongoing crisis in Ukraine may cause in children and young people. Crafts can be used consciously as a method of calming down. When straightforward craftwork progresses, the mind is resting and the ability to concentrate improves. 
 

Depending on the situation, there are moments in craft lessons when children and young people may themselves spontaneously begin to talk about matters that occupy their mind. The teacher should be prepared for this and consider in advance how and at what level they will discuss the matter with the group of pupils.  
 

The feelings caused by the Ukraine crisis can be discussed in craft lessons through transversal competence. Children and young people may also propose some kind of crafts themselves that they find topical in the current situation. In the lessons, they may also discuss what kind of material assistance made possible by means of crafts can be provided to the areas affected by the crisis or the refugees arriving in Finland. Concrete activity helps to focus thoughts on the task at hand. 

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In visual arts, learning is by nature individual and communal, which supports the participation, well-being and the development of identity of pupils and students in different crisis situations as well. In their visual expression, the learner processes and examines the visual culture around them – the personal and societal meanings related to it. It may also be necessary to process observations, feelings and views on the Russian invasion of Ukraine in the instruction of visual arts in ways that are suitable for the learner’s age and development stage. This way, teaching strengthens and maintains the joy of learning, everyday routines and the sense of safety by means of holistic art education.

If necessary, time is allowed for discussing the questions, reflections and feelings related to the Russian invasion that arise during the visual work. The explorative and phenomenon-based way of working that is typical of art supports persevering and goal-oriented learning, which is also ideal for processing challenging matters. Different methods of visual expression, interpretation, presentation and action are used flexibly in teaching and they are differentiated between individual pupils and students, if necessary. When discussing media contents related to crises in instruction that follows the curriculum for visual arts, the prevailing situation, circumstances and the learners’ individual age and development stage are taken into account.

If necessary, collective work, playfulness, a cross-disciplinary artistic approach, and different technologies and learning environments can be used in discussing the crisis in Ukraine. The contents discussed in teaching can be approached by applying the operating methods of contemporary art, for example. Functional, communal and participatory working methods play a key role in the instruction of visual arts. Children and young people develop their critical thinking skills also when they process different crises.

In the instruction of visual arts, the role of media in learners’ life, society and the global world is discussed. The importance of the sender of the message and the medium is emphasised in the context of media literacy. For example, when learners make media presentations, they learn about the narration methods used in the media, the media creation processes and the background structures. With their own outputs, learners can also participate in the media culture and exert influence on it in the role of an active agent. 

The instruction of visual arts can deepen pupils’ and students’ awareness of human rights, the rights of children and the impacts of crises on people’s life. This way, they can also identify the opportunities to use art as a means for sustainable development, well-being and social change. 

In the instruction of visual arts, pupils and students are encouraged to present their views, participate in topical discussions and promote a sustainable future by means of art. In their visual expression, they are encouraged to also discuss phenomena related to cultural diversity and globalisation. 

Russia’s invasion of Ukraine can be discussed in the instruction of visual arts in basic education and general upper secondary education through many topics, themes and phenomena and by using a variety of working methods, techniques and materials. For example, Ukrainian visual arts, design, architecture and films from different periods can be explored in teaching and examined in relation to Finnish visual arts and cultural heritage. 

In the instruction of visual arts, broad-based societal and cultural phenomena are also examined naturally in cooperation with other subjects and with actors outside the school. Russia’s invasion of Ukraine can be discussed communally and by building links between subjects by means of subject integration, for example, in a multidisciplinary learning module (basic education) or in a study unit crossing subject boundaries (general upper secondary education). Cooperation between artistic and practical subjects can also be used to efficiently maintain and promote learners' creativity, everyday skills and skills in taking care of oneself, cultural competence and holistic well-being. Alongside visual work, the phenomena in learning can be examined by means of drama, movement, crafts or music.
Impressions that are created in a multisensory manner, for example, by means of words, flavours, tactile sensations and movements, are used in visual thinking. In the instruction of visual arts, impressions are an essential part of the expressive process and promotion of imagination. A rich imagination may help to observe the environment critically, evoke hope and imagine alternative operating methods and future scenarios. In the instruction of visual arts, pupils and students give concrete, visible forms to their impressions in different visual works.
 

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Art subjects make the processing of feelings possible in conflict situations. A person with knowledge of the arts understands themselves and others by means of empathy.  
 

When singing and playing in the music lesson, pupils can share a joint experience of sadness for those suffering in the war and empathise with their suffering. Empathy may be realised, for example, by singing and playing Ukrainian songs and compositions. Above all, music and arts create hope and strengthen people’s faith in the future. Music and art education enables the student to strengthen the skills that help them better cope with the uncertainty and change.  
 

The music teacher knows their students best and is an expert in this situation as well. The teacher can identify the right practices and be sensitive for the needs of the children and young people. It is not always necessary to separately bring up the crisis in the conversation if the children or young people are stressed, as the music lesson may also provide a safe space where they can simply be and forget about the world outside. At best, playing music together in music lessons is healing in itself. 

 

Increasing knowledge of different music cultures promotes peace. Diverse understanding of another country’s cultural heritage helps to identify the role of attitudes and values in international cooperation. Music educators practise a communal empathic attitude when creating an enabling and trusting atmosphere for their lessons. Playing music together is also an excellent tool for developing social skills and makes troubles feel smaller. 
 

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The key contribution of physical education as a subject is that it supports the physical, social and psychological functional capacity of pupils and students and thus their health, coping and well-being. It is particularly important to keep in mind the positive impacts of physical activity on the individual’s physical, social and mental functional capacity and subsequently on well-being and coping.
 

A high level of physical activity and good physical functional capacity improve immunity and foster health. Sufficient physical activity is also extremely important for concentration and learning.

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Home economics empowers pupils to manage their everyday life and promotes the preparedness of households and families to crises. People expect everyday life to be smooth and consist of established routines that contribute to the feeling of safety and certainty. Crises change everyday routines and different harmful effects and disadvantages may disturb the daily life management. Attention must be paid to the preparedness of homes in exceptional situations as part of preparedness to crises. Help must be provided to family and friends and fellow people must be looked after.
 

Pupils may feel worried about how a citizen can cope in exceptional situations and how they should prepare for a crisis if there are disruptions in the supply of electricity, heat, food or water. How do people keep in touch if telecommunications only work to a limited extent or not at all?  Inoperability of transport connections or an illness may change the safe everyday routines. How do you put together the home emergency supply kit and the water resources that to secure food for a few days or weeks? How to ensure that there is a radio that works with batteries and an alternative form of heating at home?   The safety of homes and everyday life can be promoted through the teaching of home economics, for example, in the prevention of accidents or fires.  In the context of preparing for exceptional situations, the foods stored at home (home emergency supply kit), drinking and domestic water, and other supplies can be discussed and the use of camping equipment such as a Trangia stove can be practised.  
 

Today, home economics can be taught throughout basic education and especially the pupils in higher grades, who have the abilities to also practise the practical measures related to managing everyday life at home, are encountered in the subject teaching of home economics. The teaching and learning of home economics can also continue in general upper secondary education.
 

The current National core curriculum for basic education and the phenomenon-based approach provide a framework for dealing with preparedness themes in a manner that is characteristic of the pupil and by adapting the themed naturally to the context and the pupil's age and capabilities. The contents are selected appropriately and by linking them to the situation, using the key content areas of home economics.  
 

Housing and living together is one of the key contents in the instruction of home economics and serves as a foundation to all teaching and learning in the subject. The contents taught arise from the home culture and pupil’s everyday environments, activities in the home economics class and the school, the needs of the surrounding community and participation in society. Identification and understanding of the structures and rhythm of the daily life are central.  
 

Food education supports and strengthens the role of children and young people as influencers in their everyday life and pioneers in sustainable consumption of food.
 

Consumer and financial skills at home provides a perspective to the consumer's operating environment, which is worldwide. In addition, consumer skills include consumer’s media literacy, environmental and financial skills, the ability to make purchases and acquisitions, and knowledge of one’s own rights and responsibilities. 

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