CURRICULUM CONNECTIONS
Inclusion across the curriculum
Compare the complete set of curriculum, classroom and policy connections in a single table.
Curriculum sources
Framework terminology follows the official English edition. Subject standards are summarized in English from the linked Korean texts; classroom applications are teaching examples.
All entries are shown. On narrower screens, scroll horizontally within the table. Distinguish summaries of official material from suggested teaching applications.
| Category | Subject / area | Applicable grades / scope | Achievement standard / legal basis | Curriculum and legal content | Classroom context and suggested activities | Educational rationale to explain to families | Example teacher response |
|---|---|---|---|---|---|---|---|
| General Curriculum Framework | |||||||
| General Curriculum Framework | Vision of an Educated Person | All elementary grades · general curriculum aims | Ministry of Education Notice No. 2022-33 | Summary: The general curriculum seeks to develop citizens who understand diversity, respect others, and practise care, sharing and cooperation within a community. | Build a classroom culture that welcomes differences across all subjects and classroom practices. | This classroom application connects a culture of respect for differences with the curriculum’s educational direction. | I have connected the curriculum’s emphasis on understanding diversity and respecting others with our classroom learning. I can explain the actual learning goals and materials. |
| General Curriculum Framework | Guidelines for curriculum organization and implementation | All elementary grades · school curriculum planning and implementation | National Framework II.4: Equal Opportunities for All Students / Framework Act on Education, Article 4 | Framework summary: Schools address prejudice, including gender-role stereotypes, across educational activities and ensure that personal characteristics or sociocultural backgrounds do not exclude students from learning opportunities. | Eliminate discrimination based on gender or background in roll numbers, seating arrangements, assigning one classroom responsibility to each student, and other classroom practices. | Review whether numbering, seating or classroom roles create discriminatory barriers. Do not claim that the law mandates one particular classroom arrangement. | I review our classroom routines so that children are not excluded because of gender or background. I can explain the purpose and process behind seating and role assignments. |
| General Curriculum Framework | School-designed Autonomous Hours | Grades 3–6 · subject to school and provincial planning procedures | 2022 curriculum · School-designed Autonomous Hours | Framework summary: Schools may organize subjects or activities around local circumstances and student needs, following school curriculum procedures and provincial guidance. | Propose activities on diversity, children’s rights and peace, or recognizing hateful media language, and review them through the school’s curriculum planning process. | The framework can support proposals addressing safety and human rights; it does not authorize individual teachers to create hours or subjects without the required process. | To include this activity in School-designed Autonomous Hours, we need to consider students’ needs, the school plan and provincial guidance. I can explain the procedures and plan confirmed at our school. |
| Grades 1–2 | |||||||
| Grades 1–2 | Integrated subjects (Moral Life) | Grades 1–2 · check the school’s semester and unit plan | [2바01-03] | English summary: Build relationships while showing consideration for family members and people around you. | Read picture books about grandparent-led, single-parent, adoptive, multicultural, and other families, and recognize the value of every family. | This suggested lesson applies consideration for family and others through diverse-family picture books, without judging children against one normal-family model or hurting them because of their home circumstances. | I chose picture books about different families to support [2바01-03], which addresses consideration for family and others. We discuss how to ensure that no child is teased because of their family. |
| Grades 1–2 | Integrated subjects (Moral Life) | Grades 1–2 · check the school’s semester and unit plan | [2바02-03] | English summary: Live together with mutual respect for differences and diversity. | Teach children not to divide into groups by gender or tease classmates about their appearance or speech, and correct gender-based teasing. | Apply respect for differences and diversity through guidance on teasing and shared classroom agreements. | We have connected [2바02-03], on respecting differences and diversity, with our class agreements. Children practise considerate language and learn not to tease others about gender or appearance. |
| Grades 1–2 | Integrated subjects (Inquiring Life) | Grades 1–2 · check the school’s semester and unit plan | [2슬01-02] | English summary: Explore who I am and describe myself. | Encourage children to express what they like confidently, without gender restrictions on colours such as pink or blue, toys, or clothing. | Connect self-exploration with expressing preferences in play, colours and clothing to encourage self-esteem and children’s possibilities. Do not infer a child’s identity from their preferences. | For self-exploration under [2슬01-02], children introduce their interests and preferences. I help them listen to one another without restricting preferences by gender. |
| Grades 1–2 | Korean Language (Literature) | Grades 1–2 · organized through the school lesson plan | [2국05-03] | Standard summary: Imagine literary characters’ appearance, actions and feelings, and express them through poetry, songs, stories, pictures or other forms. | Read picture books that challenge gender stereotypes and stories featuring diverse lives; discuss characters empathetically and express their feelings through pictures or stories. | Connect picture-book reading and empathetic discussion with imagining and expressing literary characters, expanding vocabulary and understanding of others’ feelings. Book selection is part of the teacher’s lesson design. | Under [2국05-03], children imagine characters’ feelings and express them in pictures or stories. Books featuring diverse characters are materials selected for that learning goal. |
| Grades 1–2 | Korean Language (Listening and Speaking) | Grades 1–2 · organized through the school lesson plan | [2국01-02] | Standard summary: Listen and speak using considerate language while sharing feelings with one another. | Address everyday gender-based put-downs and teasing such as ‘You’re like a girl’ or ‘Why is a boy crying?’ | Connect the listening-and-speaking goal of sharing feelings to activities that replace hurtful teasing with considerate language. | To support [2국01-02], we discuss how hurtful words feel and practise considerate ways of listening and speaking. |
| Grades 3–4 | |||||||
| Grades 3–4 | Moral Education | Grades 3–4 · check the Moral Education lesson plan | No specific achievement-standard code assigned | Suggested lesson: Examine prejudice concerning appearance, gender, disability and culture, and practise respect for others. Design the activity around the school’s Moral Education learning goals. | Discuss prejudice related to appearance, gender, disability, and cultural differences, and challenge discriminatory language practices. | This suggested Moral Education activity examines how prejudice and discrimination can lead to exclusion or teasing. | We examine examples to help children avoid excluding others because of appearance, gender, disability or culture. I can explain the connection with our Moral Education learning goals. |
| Grades 3–4 | Social Studies | Grades 3–4 · check the school’s semester and unit plan | [4사03-02] | Standard summary: Analyze the positive effects and challenges associated with the spread of diverse cultures, and develop respect for other people’s and groups’ cultures. | Explore diverse family forms and neighbours’ ways of life in relation to historical and social change. | This suggested lesson explores diverse families and neighbours as examples of cultural and social change. | We explore families and neighbours in connection with [4사03-02] and its goal of understanding and respecting diverse cultures. I can explain the materials used to study cultural differences and social change. |
| Grades 3–4 | Korean Language (Reading with media connections) | Grades 3–4 | [4국02-04] | Standard summary: Distinguish facts from opinions in a text and compare the author’s view with one’s own. | Use written material such as video captions, dialogue and advertising copy to distinguish facts from opinions. Extend the activity to critically reading sexist prejudice, appearance-based judgements and hateful language. | Critically read teacher-selected media material to practise distinguishing facts from opinions and comparing the author’s view with the reader’s own. | Under [4국02-04], children distinguish facts from opinions and compare them with their own views. Media examples involving stereotypes or hateful language are reading materials selected for their developmental level. |
| Grades 3–4 | Physical Education | Grades 3–4 | [4체01-02] | Standard summary: Learn the methods and procedures of basic fitness exercises and attempt exercise appropriate to one’s level. | Help every student participate in basic fitness exercise at an appropriate level. Activities without gender barriers, such as girls’ participation in football and boys’ participation in expressive movement, can be linked to the relevant goals for those activities. | This suggested lesson connects exercise at each student’s level with inclusive PE practice. Body positivity, cooperation and removing gender barriers inform the activity design. | Under [4체01-02], I help children attempt basic fitness exercises at an appropriate level. I organize participation so that gender does not limit their opportunities. |
| Grades 5–6 | |||||||
| Grades 5–6 | Social Studies (Constitution and Human Rights) | Grades 5–6 · check the school’s semester and unit plan | [6사03-02] / Constitution of the Republic of Korea, Article 11 | English summary of the standard: Identify human-rights violations in everyday life, explore solutions, and participate in activities that protect human rights. Article 11 addresses equality before the law and non-discrimination (summary). | Learn about the right to equality under Article 11 of the Constitution of the Republic of Korea and discuss ways to overcome discrimination against minority groups, including LGBTQ+ people, people with disabilities, and migrants. | Connect the Social Studies goals of addressing violations and protecting rights with constitutional equality. Distinguish classroom discussion from a legal determination about a particular case. | Under [6사03-02], we examine everyday human-rights violations and possible solutions. We refer to Article 11’s equality principle while discussing how to protect one another’s dignity. |
| Grades 5–6 | Moral Education (Justice and Human Rights) | Grades 5–6 | [6도03-01] | Standard summary: Examine varied human-rights cases and develop sensitivity to rights and a commitment to acting on them. | Critique gender conflict and hate speech in online communities, and practise empathy and solidarity with marginalized people. | Connect the goal of human-rights sensitivity with reflection on hateful online language and activities that develop empathy and solidarity. | To support the human-rights sensitivity and action goals of [6도03-01], we reflect on hateful language in everyday life and explore ways to respect others’ rights. |
| Grades 5–6 | Practical Arts (Family Life) | Grades 5–6 | [6실01-03] | English summary: Understand that all family members have varied needs, and practise consideration and care for one another to support healthy family life. | Move beyond stereotypes about gendered divisions of housework and care, and explore the value of care in diverse family forms. | Connect the Practical Arts goals of recognizing family needs and practising care with reflection on gender stereotypes in housework and caregiving. | Under [6실01-03], children learn to understand varied family needs and share care. We consider those needs together rather than assigning fixed roles by gender. |
| Grades 5–6 | Physical Education / Health | Grades 5–6 | Health and safety teaching · no single code assigned | Suggested lesson: Address puberty, bodily boundaries and consent, and prevention of sexual violence and digital sex crimes. | Go beyond isolated biological facts to consider body positivity, boundaries and consent. Address prevention of illegal filming and online sexual exploitation, including issues raised by the Nth Room case, through developmentally appropriate materials and the school’s health and safety plan. | Connect the educational need to respect bodily boundaries and respond to digital risks with the school’s health and safety lesson plan. | This activity helps children respect their own and others’ bodies and respond to online risks. I can explain its place in our school’s health and safety plan, the developmental considerations and the materials. |
| Creative Experiential Activities | |||||||
| Creative Experiential Activities | Discretionary and self-governing activities | All elementary grades | 2022 Creative Experiential Activities · discretionary and self-governing activities | Area summary: Discretionary and self-governing activities develop student initiative and community participation. | Use classroom practices that do not divide students by gender, such as random roll numbers and groups, and establish student-led rules against discrimination and hate. | Explain how making rules against discrimination and hate gives students experience in self-governance and caring for safety and belonging. | In our class self-governance activities, students create shared agreements for a considerate classroom without discrimination. We organize this within the school’s Creative Experiential Activities plan. |
| Creative Experiential Activities | Club activities | All elementary grades | 2022 Creative Experiential Activities · club activities | Area summary: Club activities support exploration of interests and talents with others. | Run clubs that read whole picture books about diversity, girls’ football clubs, and mixed-gender sports clubs. | Explain the educational purpose of designing clubs that broaden interests and reduce gender barriers. | Our clubs offer opportunities to pursue interests through reading, sport and other activities. I can explain what children will do and how they can take part. |
| Creative Experiential Activities | Service activities (integrated with relevant CEA areas) | All elementary grades | Integrated with discretionary/self-governing or club activities | Framework summary: The 2022 CEA framework has three areas: discretionary/self-governing activities, clubs and career activities. Service activities are integrated with the relevant areas. | Run campaigns to improve language use at school by reducing hate speech, and share posters promoting a school free from discrimination. | Explain the activity as student participation in improving language use and addressing discrimination, linked to the relevant area of the school’s CEA plan. | Students take part in a campaign to reduce hateful language and promote a school without discrimination. We connect this service activity with the relevant area of the school’s CEA plan. |
| Creative Experiential Activities | Career activities | All elementary grades | 2022 Creative Experiential Activities · career activities | Area summary: Career activities support self-understanding and exploration of future pathways. | Explore occupations beyond gender stereotypes, such as male nurses and female mechanics, and imagine futures that reflect each child’s own interests. | Explain the goal of exploring interests without limiting future possibilities by gender. | Students explore their interests, strengths and different occupations. We introduce varied lives so that they do not limit their aspirations by gender. |
| Laws and institutional frameworks | |||||||
| Laws and institutional frameworks | Framework Act on Education | Nationwide | Article 4 (Equal opportunity in education, etc.) | Legal summary: Establishes non-discrimination in education on grounds including gender, religion, belief, race, social status, economic position and physical conditions. | Review teaching and everyday guidance so that LGBTQ+ students, students from multicultural families, students with disabilities and others do not experience discrimination or exclusion. | This provides a legal basis for the principle of non-discriminatory education. It does not by itself establish the legality of a particular teaching method or guarantee an outcome in a complaint. | With Article 4’s non-discrimination principle in mind, I attend to every student’s participation. I can also explain the specific goals and materials for this lesson. |
| Laws and institutional frameworks | National Human Rights Commission Act | Nationwide | Article 2(3) (Definition of discriminatory acts violating equal rights) | Legal summary: Defines discriminatory acts without reasonable grounds in specified areas, including education. Sexual orientation and family form or circumstances are expressly listed; gender identity is not expressly named in this list. | Respond educationally to exclusion or hateful remarks concerning sexual orientation, gender identity or family form. Whether a particular act meets the legal definition depends on the facts and the provision’s scope. | Explain the listed grounds and covered areas without declaring every expression or complaint automatically unlawful. | The Act expressly includes sexual orientation and family circumstances among relevant grounds. In class, we work to prevent exclusion; legal conclusions about individual incidents require separate assessment. |
| Laws and institutional frameworks | Act on the Improvement of Teachers’ Status and the Protection of Their Educational Activities | Nationwide | Article 19 (Types of infringement) / Article 20 (Protection of affected teachers) | Legal summary: Assess infringement under Article 19’s categories and conditions, and consult Article 20 for protective measures. Repeated complaints or disagreement are not automatically infringement; relevant conditions such as improper purpose or persistent coercion must be considered. | If abuse, threats, improper interference or threats to personal safety occur, document the circumstances and seek formal support from school leaders or education authorities. Determine protection and local committee procedures from the facts and legal conditions, not labels such as ideological interrogation or malicious complaint alone. | Explain the grounds and process for seeking school and education-office support so that teachers do not respond alone. Applicability of infringement categories and protective measures must be assessed case by case. | I will review the record with school leadership through the formal process. Where threats or improper interference are involved, I will seek the protection and support appropriate to the applicable conditions. |
| Laws and institutional frameworks | Ministry of Education Notice on Student Guidance | Nationwide | Article 10 (Consultation) · Ministry of Education Notice No. 2026-3 | Notice summary: Agree on consultation arrangements in advance. Consultation may be declined under specified conditions, including lack of prior agreement, matters outside professional duties or requests outside working hours. It may be stopped immediately when abuse, threats or violence make continuation impossible. | For an unannounced visit, explain the school’s consultation process and available times. Follow interruption and assistance procedures when abuse or threats make consultation impossible. Check separate rules and school procedures for recording, notification and asking someone to leave; Article 10 does not grant blanket authority for these actions. | Explain the consultation arrangements and interruption procedures under Article 10 to support safe consultation and working conditions. | We will agree on the consultation time and method under Article 10 and our school’s procedures. If abuse or threats make it impossible to continue, I will stop the consultation and seek assistance from the school. |