Circular Economy Goals for Different Grades

We examine our consumer choices and values from the perspective of sustainable future. 

1. I can identify what brings me joy and happiness. 
2. I understand why I can’t always get everything I want. 

We understand the role of circular economy in achieving a sustainable future. 

3. I understand that humans need healthy nature. 
4. I can explain the concepts of food waste, recycling, and living and lifeless nature. 

We learn consideration before making procurements and we understand why items should be owned together, re-used, and fixed. 

5. I can find solutions to ensure that I don’t need to buy the things I need as new (such as skates, gifts, costumes). 
6. I can explain why people should reduce the amount of waste they produce. 

We learn to identify, recycle, sort, and re-use different materials. 

7. I recognize materials that I recycle (such as empty juice boxes, yogurt cups, or pineapple tins). 
8. I can sort my waste at home, school, or other places. I can advise adults how to sort as well. 

We learn about materials and how much they are needed for different products. 

9. I can compare the journey of a plastic bottle if it is thrown into a waterway to if it is returned to a store. 
10. I can explain what materials are used in my favorite food or how my t-shirt was made. 

We take care of our own and shared items. 

11. I can explain why we should take good care of the stuff at home and in my classroom. 
12. I can keep my items in their right places to make sure that they will endure as much use as possible. 

We examine our consumer choices and values from the perspective of sustainable future. 

1. I can identify factors that affect my want for getting something. I can find ways to be happy that are not dependent on material matters. 
2. I can discuss consumer choices at home and at school. 

We understand the role of circular economy in achieving a sustainable future. 

3. I understand that people need a healthy nature and that natural resources are limited. 
4. I can explain the concepts of natural resource, non-renewable natural resource, energy, and raw material. 

We learn consideration before making procurements and we understand why items should be owned together, re-used, and fixed. 

5. I suggest and come up with ideas for, for example, school events or the classroom that promote the re-use and shared use of materials, as well as moderation.  
6. I understand why it is smart and meaningful to borrow and properly use items together with friends. 

We learn to identify, recycle, sort, and re-use different materials. 

7. I can recycle, sort, and suggest measures to promote recycling and sorting of waste. 
8. I can explain why food waste should be sorted as organic waste and not mixed waste. I understand that recycling can support renewable, domestic energy production. 

We learn about materials and how much they are needed for different products. 

9. I can read product descriptions and identify which materials have been used to produce specific products. 
10. I can explain the journeys of materials used in producing some everyday products (such as how cotton becomes clothes, how oat becomes oatmeal). 

We take care of our own and shared items. 

11. I can explain why we should strive to use items as long as possible. 
12. I know how the lifetime of products can be extended, and I learn to do it actively myself, such as by fixing clothes or bicycles. 

We examine our consumer choices and values from the perspective of sustainable future. 

1. I can explain ecological, economic, and social sustainability with examples. 
2. I can discuss consumer choices that have a larger effect than just my local environment (such as travel choices, organizing school meals, renewable energy production in Finland). 

We learn to examine the effects of our choices on many levels. 

3. I understand the dimensions and complexities of sustainable development with examples. For example, how the changes in water ecosystems affect forest ecosystems. 
4. I can consider my consumer choices and actual needs by examining different options from the perspective of circular economy, such as shared use. 

We understand the effects of our choices from the perspective of our wellbeing and nature. 

5. I can examine my consumer choices and values from the perspective of sustainable future. 
6. I acknowledge the different stages of a product’s life cycle, energy production, and permanent repository (comparing so-called fast fashion to responsibly produced and recycled clothing). 

We grow our activeness in our local environment. 

7. I can consider what a just and sustainable future means to me both in my local nature and globally. I can offer examples regarding what I can do to support it. 
8. I reduce environmental strain in different areas of my everyday life, such as meals, mobility, energy, and consumption. 

We expand our knowledge on sustainable solutions. 

9. I know how to utilize sustainability contents and skills I have been taught in my future working life. 
10. I understand that energy production and circular economy support different areas of sustainability from the perspective of individual people, societies, and globally. 

We act responsibly in our environment. 

1. I understand the basics of circular economy and I can justify why circular economy is so much more than just recycling. 
2. I make conscious consumer choices and can recognize their significance in the environmental effects I create. I adapt the circular economy measures diversely in my everyday life, for example, by utilizing sharing, life cycle extension, or re-usage solutions in procurement. 

We understand the consequences of our actions. 

3. I understand how human activity must be adjusted to nature’s capacity from the perspective of achieving social and economic sustainability.  
4. I can outline the Earth’s resources in the formation of an overconsuming operational environment and identify the unequal distribution of regional resource utilization with examples and correct terms. 
5. I see the forest for the trees. I can evaluate the positive, neutral, and negative environmental effects of the entire life cycle of, for example, electrification from multiple perspectives.  

We affect and operate on multiple levels: home, school, city, hobbies. 

6. I can recommend solutions that promote the continued use of materials for as long as possible and as effectively as possible at home, school, and other environments. 
7. I dare to ask, question, and act. I understand the basics of circular economy actions are not predetermined, but I can, through my own ideas and competence, affect the development of my and our future. 

We deepen and expand our understanding of circular economy’s different themes. 

8. I can explain the concepts of circular economy, carbon footprint, resource wisdom, energy efficiency, biodiversity, and environmental effect. 
9. I can justify the significance of circular economy as a work skill and future skill in my future work or studies. 
10. I can justify how the transition to circular economy measures promotes solving difficult challenges (such as global inequality and climate change) on different levels. 
11. I can name the world’s largest changing trends and consider their connection to technology and energy production.