The purpose of Kindergarten to Grade 12 social studies is to help students know and appreciate the past, understand the present, influence the future, and make connections between events and issues of the past, the present, and the future. Further, its purpose is to make students aware that, just as contemporary events have been shaped by actions taken by people in the past, they have the opportunity to shape the future. The ultimate aim is for students to have a sense of themselves as active participants and citizens in an inclusive, culturally diverse, interdependent world.

The K-12 goals are broad statements identifying what students are expected to know and be able to do upon completion of the learning in a particular area of study, by the end of Grade 12. The four goals of K-12 social studies and social sciences education are to:

• Examine the local, indigenous, and global interactions and interdependence of individuals, societies, cultures, and nations (IN).
• Analyze the dynamic relationships of people with land, environments, events, and ideas as they have affected the past, shape the present, and influence the future (DR).
• Investigate the processes and structures of power and authority, and the implications for individuals, communities, and nations (PA).
• Examine various worldviews about the use and distribution of resources and wealth in relation to the needs of individuals, communities, nations, and the natural environment, and contribute to sustainable development (RW) .

The Interactions and Interdependence goal (IN) recognizes and encompasses the disciplines of anthropology, archaeology, philosophy, psychology, and sociology within the social studies and social sciences, while the Dynamic Relationships goal (DR) recognizes and encompasses the disciplines of geography and history. As well, the Power and Authority goal (PA) recognizes and encompasses the disciplines of political science and law, while the Resources and Wealth goal (RW) recognizes and encompasses the disciplines of economics and environmental studies.

Multicultural education fosters understanding, acceptance, empathy, and constructive and harmonious relations among people of diverse cultures. It encourages learners of all ages to view cultures different from their own as sources of learning and enrichment. The inclusion of multicultural content, perspectives, and resources in social studies helps students to develop multicultural perspectives that prepare students to live more enriched and compassionate lives while contributing harmoniously to a pluralistic society.

Persons with disabilities have often been depicted inaccurately in print, media, and other classroom resources. Stereotypical depictions have served to give readers, listeners, and viewers inappropriate information and have engendered attitudes ranging from feelings of pity or revulsion to expectations of superhuman powers of intellect. It is critical that social studies teachers use materials that portray persons with disabilities realistically and fairly.

As part of social studies, children explore their relationships with people, the land, and their communities. Children will be given opportunities to develop their understandings of the diversity and uniqueness of individuals, in addition to the connections humans have to both their natural and constructed environments. Through classroom and community experiences, Kindergarten children will learn about interactions, rules, and responsibilities. Teachers are invited to include examples beyond the immediate student environment when appropriate. Teachers are also reminded that diversity within classrooms must be addressed with sensitivity and inclusiveness, recognizing that not all cultural traditions are practised by all members of a particular cultural group.

Treaty education is infused throughout Kindergarten social studies, with the concepts of sharing, promises, and agreements serving as foundations to understanding the Treaty relationship within Saskatchewan.