Q.F.I. SCHOOL CURRICULUM 

Contents Generalregulatoryframework................................................................................................................................6

Underlyingvaluesofbasiceducation...................................................................................................................6

Uniquenessofeachpupilandrighttoagoodeducation.........................................................................6

Humanity,generalknowledgeandability,equalityanddemocracy.................................................7

Culturaldiversityasarichness...........................................................................................................................7

Necessityofasustainablewayofliving..........................................................................................................8

Theconceptionoflearning........................................................................................................................................8

ResponsibilityandSupport..................................................................................................................................9

Transversalcompetences........................................................................................................................................10

Thinkingandlearningtolearn(T1)...............................................................................................................10

Culturalcompetence,interactionandself‐expression(T2).................................................................10

Takingcareofoneselfandmanagingdailylife(T3)................................................................................10

Multiliteracy(T4)....................................................................................................................................................10

ICTCompetence(T5)............................................................................................................................................10

Workinglifecompetenceandentrepreneurship(T6)...........................................................................10

Participation,involvementandbuildingasustainablefuture(T7)..................................................10

Thinkingandlearningtolearn(T1)...............................................................................................................11

Culturalcompetence,interactionandself‐expression(T2).................................................................12

Takingcareofoneselfandmanagingdailylife(T3)................................................................................13

Multiliteracy(T4)....................................................................................................................................................14

ICTCompetence(T5)............................................................................................................................................14

Workinglifecompetenceandentrepreneurship(T6)...........................................................................15

Participation,involvementandbuildingasustainablefuture(T7)..................................................16

OperatingcultureofQFISchool............................................................................................................................17

Values...........................................................................................................................................................................17

Respect................................................................................................................................................................17

Communication...............................................................................................................................................17

Professionalism...............................................................................................................................................17

Co‐operation.....................................................................................................................................................17

Equality...............................................................................................................................................................17

Significanceofschoolcultureanditsdevelopment.................................................................................18

Principlesthatguidethedevelopmentoftheschoolculture..............................................................19

Learningenvironmentsandworkingmethods..............................................................................................22

Learningenvironments........................................................................................................................................22

Workingmethods...................................................................................................................................................23

Integrativeinstructionsandmulti‐disciplinarylearningmodules........................................................25

Organisationofschoolworkaimingtopromotelearningandwell‐being.........................................27

Sharedresponsibilityfortheschoolday......................................................................................................27

Cooperation....................................................................................................................................................................28

Pupils’participation...............................................................................................................................................28

Cooperationbetweenhomeandschool........................................................................................................29

Internalcooperationandcooperationwithotherparties....................................................................30

Disciplinaryeducationaldiscussionsandtheuseofdisciplinarymeasures.....................................30

Otheractivitiesthatsupportthegoalsofeducation....................................................................................31

ExtraCurricularActivities(ECAs)...................................................................................................................31

Schoollibraryactivities........................................................................................................................................32

Schoolmeals..............................................................................................................................................................32

Recesses,morningassembliesandotherjointeventsatschool........................................................33

Assessment.....................................................................................................................................................................33

Basingassessmentonobjectivesandcriteria............................................................................................34

Accountingfortheageandcapabilitiesofthepupilsandversatileassessmentpractices....35

Developingthepreconditionsforself‐assessment..................................................................................35

Assessmentobjects................................................................................................................................................36

Progressingaccordingtoapersonalstudyplanratherthangradebygrade..............................37

QFISchoolassessmentpractices.....................................................................................................................38

Studentsupport............................................................................................................................................................39

Principlesthatguidetheprovisionofsupport..........................................................................................39

Guidanceduringtheprovisionofsupport...................................................................................................40

Cooperationbetweenhomeandschoolduringtheprovisionofsupport.....................................41

Generalsupport.......................................................................................................................................................41

Intensifiedsupport.................................................................................................................................................42

Specialsupport........................................................................................................................................................42

Grades1–2:Becomingapupil..............................................................................................................................44

Transversalcompetencesingrade1‐2.........................................................................................................44

Subjectsingrades1‐2.........................................................................................................................................45

Englishlanguageandliterature........................................................................................................................46

Mathematics..............................................................................................................................................................47

Science.........................................................................................................................................................................49

Music............................................................................................................................................................................52

Visualarts...................................................................................................................................................................54

Crafts............................................................................................................................................................................56

Physicaleducation..................................................................................................................................................57

GuidanceandCounselling...................................................................................................................................59

Grades3–6:DevelopingasaLearner...............................................................................................................61

TransversalCompetencesinGrades3‐6....................................................................................................61

Subjectsingrades3‐6.........................................................................................................................................63

EnglishLanguageandLiterature.....................................................................................................................64

Foreignlanguages...................................................................................................................................................71

Mathematics..............................................................................................................................................................73

Science.........................................................................................................................................................................78

History.........................................................................................................................................................................87

Socialstudies............................................................................................................................................................90

Music............................................................................................................................................................................95

Arts................................................................................................................................................................................99

Crafts.........................................................................................................................................................................103

Physicaleducation...............................................................................................................................................107

Guidancecounselling..........................................................................................................................................111

Grades7–9:................................................................................................................................................................113

TransversalCompetencesinGrades7‐9.................................................................................................113

Subjectsingrades7–9.......................................................................................................................................116

Englishlanguageandliterature.....................................................................................................................116

Mathematics...........................................................................................................................................................126

Biology......................................................................................................................................................................134

Geography...............................................................................................................................................................141

Physics......................................................................................................................................................................148

Chemistry................................................................................................................................................................155

History......................................................................................................................................................................163

Socialstudies.........................................................................................................................................................167

Music.........................................................................................................................................................................171

Visualarts................................................................................................................................................................176

Crafts.........................................................................................................................................................................182

Physicaleducation...............................................................................................................................................186

MinistryRegulatedSubjects................................................................................................................................191

    

 

QATAR‐FINLAND INTERNATIONAL SCHOOL CURRICULUM 

                            

   

‐ Thinkingandlearningtolearn

‐ Culturalcompetence,interactionandself‐expression

‐ Takingcareofoneselfandmanagingdailylife

‐ Multiliteracy

‐ ICTCompetence

‐ Workinglifecompetenceandentrepreneurship

‐ Participation,involvementandbuildingasustainablefuture

‐ Goals‐ Essentialcontent

‐ Learningenvironments

‐ Workmethods‐ Supportandguidance

‐ Principlesandcriteriaforassessment

LanguageandInteraction‐EnglishandLiterature‐Arabic‐OtherLanguages

ScienceandTechnology‐Biology‐Geography‐Physics‐Chemistry

ArtsandCrafts‐Music‐Arts‐Crafts‐Drama

Mathematics

Individual,OrganisationandSociety‐History(Qatar,world)‐SocialStudies‐IslamicStudies‐Ethics‐Counseling

PrimaryObjectives

Implementation

ContentAreas

HealthandLiving‐PhysicalEducation‐HealthEducation‐HomeEconomics

General regulatory framework  The UN’s Universal Declaration of Human Rights provides a historical and ethical baseline interpretation of human rights and their significance25. Finland is committed to a number of international human rights treaties, which require the state to safeguard the opportunities for learning and welfare of each child. Key treaties include the Convention on the Rights of the Child, the International Covenant on Economic, Social and Cultural Rights (the so‐called ESC Covenant), the European Convention on Human Rights and the Convention on the Rights of Persons with Disabilities.   The legal basis of basic education is also found in the UN Declaration on the Rights of the Child. Under the Declaration, those working with and for children are bound by the general principles of the Convention, which are equality and non‐discrimination, the child’s best interest as the paramount consideration, a child’s right to protection, care and development, a child’s right to express opinions and to be heard, and respecting the child’s views. Every child also has a right to a decent life and individual, physical, mental, spiritual, moral and social development.   

Underlying values of basic education Uniqueness of each pupil and right to a good education Basic education is underpinned by the idea of the specific value of childhood. Each pupil is unique and valuable just as he or she is. Each pupil has the right to grow into his or her full potential as a human being and a member of society. To achieve this, the pupils need encouragement and individual support as well as experiences of being heard and valued in the school community. They also need to feel that the community cares about their learning and well‐being. Equally important are experiences of participation and opportunities for working together with others to advance the functioning and welfare of the community. Each pupil has the right to a good education and success in their studies. While learning, the pupils are building their identity, their understanding of humanity, worldview and philosophy of life and finding their place in the world. At the same time, they come to understand themselves, other people, the society, the environment and different cultures. Exclusion from learning means that a child’s educational rights are not implemented and is a threat to his or her healthy growth and development. Basic education creates preconditions for lifelong learning, which is an elemental part of building a decent life. The significance of values education is highlighted in a world where information communicated by multiple forms of media, global information networks, social media and peer relationships shape the value systems of children and young people. Discussions of values with the pupils guide the pupils to recognise values and attitudes they encounter and to also think about them critically. The 

pupils are supported in building their personal value systems. The joint reflection of school and homes on values, and cooperation underpinned by this, promote security and the pupils’ holistic well‐being. The staff’s open‐minded and respectful attitude towards different religions, views, traditions and conceptions of education lays the foundation for constructive interaction.  Humanity, general knowledge and ability, equality and democracy Basic education supports the pupil’s growth as a human being who strives for truth, goodness, beauty, justice and peace. In personal growth, conflicts between aspirations and the current reality unavoidably arise. Being able to address such conflicts ethically and sympathetically and having the courage to stand up for what is good are part of general knowledge and ability. Knowledge and ability also means that individuals and communities are capable of making decisions based on ethical reflection, putting themselves in the place of another person, and consideration based on knowledge. The perspectives of ethics and aesthetics guide the pupils to think about what is valuable in life. General knowledge and ability manifest themselves in our attitudes to ourselves, other people, the environment and information, in the ways we act and in our willingness to take action. Educated persons strive to act correctly and show respect for themselves, other people and the environment. They are able to use information critically. An effort towards self‐regulation and accepting responsibility for our own development and well‐being are also part of general knowledge and ability. Basic education is built on respect for life and human rights. It directs the pupils to defend these values and to appreciate the inviolability of human dignity. Basic education promotes well‐being, democracy and active agency in civil society. The development of basic education is guided by the goals and extensive principles of equality and equity. Education contributes to promoting economic, social, regional and gender equality. Education shall not demand or lead to religious, philosophical or political commitment of the pupils. The school and education may not be used as channels of commercial influence. 

Cultural diversity as a richness Basic education is built on a diverse Finnish cultural heritage. It has taken shape and is being formed in interaction between different cultures. Education supports the pupils in building their personal cultural identity and their growth into active actors in their own culture and community while promoting their interest in other cultures. It also reinforces creativity and respect for cultural diversity and promotes interaction within and between cultures, thus laying a foundation for culturally sustainable development.  In basic education, people from varying cultural and linguistic backgrounds come together and get to know many different customs, communal practices and beliefs. The pupils learn to look at issues from the perspectives of other people’s life situations and circumstances. Learning together across the boundaries of languages, cultures, religions and beliefs creates a setting for genuine interaction and communality. Basic education lays the foundation for global citizenship that respects human rights and encourages the pupils to act for positive change.  

Necessity of a sustainable way of living Humans are part of nature and completely dependent on the vitality of ecosystems. Understanding this plays a key role in growth as a human being. Basic education acknowledges the necessity of sustainable development and ecosocial knowledge and ability, follows their principles and guides the pupils in adopting a sustainable way of living. Sustainable development and ways of living comprise an ecological and economic dimension as well as a social and cultural dimension. The leading idea of ecosocial knowledge and ability is creating ways of living and a culture that foster the inviolability of human dignity and the diversity and ability for renewal of ecosystems while building a competence base for a circular economy underpinned by sustainable use of natural resources. Ecosocial knowledge and ability means that the pupils understand the seriousness of climate change, in particular, and strive for sustainability.  The way humans develop and use technology and make decisions about technology is based on their values. They have a responsibility to steer technology into a direction that safeguards the future of humans and the environment. In basic education, the pupils examine the conflicting aspects of our modes of consumption and production in terms of a sustainable future, and seek and jointly put to practice solutions that improve our way of living over the long term. The pupils are also familiarised with social structures and solutions that impact on the development and guided in exerting influence on them. Basic education broadens the pupils’ horizons, allowing them to appreciate their cross‐generational global responsibility.  

The conception of learning 

QFI School curriculum is is based on a conception of learning that sees the pupils as active actors. They learn to set goals and to solve problems both independently and together with others. Learning is an inseparable part of an individual’s growth as 

a human being and the building of a decent life for the community. Language, physical elements and the use of different senses are essential for thinking and learning. While acquiring new knowledge and skills, the pupils learn to reflect on their learning, experiences and emotions. Positive emotional experiences, the joy of learning and creative activities promote learning and inspire the pupils to develop their competence. Learning takes place in interaction with other pupils, the teachers and other adults, and various communities and learning environments. It involves doing things alone and together, thinking, planning and exploring, and assessing these processes in a versatile manner. The pupils’ willingness to act and learn together and their improving skills in doing so are keys to the learning process. The pupils are also guided to take into account the consequences and impacts of their actions on other people and the environment. Learning together promotes the pupils’ skills in creative and critical thinking and problem‐solving and their ability to understand different viewpoints. It also supports pupils in expanding their objects of interests. Learning is diverse and connected to the content to be learnt, time and place. Developing the learning‐to‐learn skills lays the foundation for goal‐oriented and lifelong learning. The pupils are thus guided in becoming aware of their personal ways of learning and using this knowledge to promote their own learning. Pupils who are aware of and responsible for their learning processes will increasingly learn self‐regulation. During the learning process, they learn working and thinking skills and practice anticipating and planning the various stages of learning. In order for them to learn new concepts and deepen their understanding of the topics to be learnt, the pupils are guided in connecting the learning topics and new concepts with what they have learnt before. Learning knowledge and skills is cumulative and often requires long‐term and persistent practice.  The interests, appraisals, working approaches and emotions of the pupils, as well as their experiences and ideas of themselves as learners, influence their learning process and motivation. The self‐image, self‐efficacy and self‐esteem of the pupils influence the goals they set for their actions. Encouraging guidance received during the learning process reinforces the pupils’ trust in their potential. Giving and receiving versatile positive and realistic feedback are a key part of interaction that both supports learning and expands the pupils’ interests.  

Responsibility and Support The Finnish system strongly believes in collaboration of the stakeholders mentioned in the picture. There are several studies showing that the students coming from homes that work together with the school and show interest for education, perform socially and academically much better than their peers without this support. 

Student

TeacherHome

At the same time, the Finnish Education System wants to emphasize the fundamental responsibility for learning, which is always on the student. When bringing up independent learners this responsibility must be taken seriously and nurtured from an early age. Students at all ages can decide if they listen to teacher’s instructions. This is an age‐ appropriate sign of responsibility and it is needed for learning and higher thinking skills.  

 Our school believes in gradual release of support. The child is never left alone. The nature of support varies. The younger the child, the more support is available. However, we always keep in mind that a young child as well as a mature adult has both the ability to take responsibility and the need for support.        

Transversal competences Thinking and learning to learn (T1) 

Cultural competence, interaction and self‐expression (T2) 

Taking care of oneself and managing daily life (T3) 

Multiliteracy (T4) 

ICT Competence (T5) 

Working life competence and entrepreneurship (T6)  

Participation, involvement and building a sustainable future (T7) Transversal competence refers to an entity consisting of knowledge, skills, values, attitudes and will. Competence also means an ability to apply knowledge and skills in a given situation. The manner in which the pupils will use their knowledge and skills is influenced by the values and attitudes they have adopted and their willingness to take action. The increased need for transversal competence arises from changes in the surrounding world. Competences that cross 

Responsibility / Independence 

Support 

Student age 

the boundaries of and link different fields of knowledge and skills are a precondition for personal growth, studying, work and civic activity now and in the future.  Values, the conception of learning and the school culture lay the foundation for the development of competence. Each subject builds the pupil’s competence through the contents and methods typical of its field of knowledge. Competence development is influenced not only by the contents on which the pupils work but also, and especially, by how they work and how the interaction between the learner and the environment functions. Feedback given to the pupils as well as guidance and support for learning influence attitudes, motivation and willingness to act.  The following sections describe seven transversal competence areas and justify their significance. These areas are frequently interconnected. Their joint objective is, in line with the mission of basic education and taking the pupils’ age into account, to support growth as a human being and to impart competences required for membership in a democratic society and a sustainable way of living. It is particularly vital to encourage the pupils to recognise their uniqueness and their personal strengths and development potential, and to appreciate themselves.  The objectives of transversal competence are discussed in greater detail in Chapters 13, 14 and 15 by grade unit. These competences have been taken into account in the definition of the objectives and key content areas of the subjects. The subject descriptions point out the links between the objectives of the subjects and the transversal competences.   

Thinking and learning to learn (T1) Thinking and learning skills underlie the development of other competences and lifelong learning. The way in which the pupils see themselves as learners and interact with their environment influences their thinking and learning. The way in which they learn to make observations and to seek, evaluate, edit, produce and share information and ideas is also essential. The pupils are guided to realise that information may be constructed in many ways, for example by conscious reasoning or intuitively based on personal experience. An exploratory and creative working approach, doing things together and possibilities for focusing and concentration promote the development of thinking and learning to learn. It is crucial that the teachers encourage their pupils to trust themselves and their views while being open to new solutions. Encouragement is also needed for facing unclear and conflicting information. The pupils are guided to consider things from different viewpoints, to seek new information and to use it as a basis for reviewing the way they think. Space is given for their questions, and they are encouraged to look for answers and to listen to the views of others while also reflecting on their personal inner knowledge. They are inspired to formulate new information and views. As members of the learning community formed by the school, the pupils receive support and encouragement for their ideas and initiatives, allowing their agency to be strengthened.  The pupils are guided to use information independently and in interaction with others for problem‐solving, argumentation, reasoning, drawing of conclusions and invention. The pupils must 

have opportunities to analyse the topic being discussed critically from different viewpoints. A precondition for finding innovative answers is that the pupils learn to see alternatives and combine perspectives open‐mindedly and are able to think outside the box. Playing, gameful learning and physical activities, experimental approaches and other functional working approaches and various art forms promote the joy of learning and reinforce capabilities for creative thinking and perception. Capabilities for systemic and ethical thinking develop gradually as the pupils learn to perceive the interactive relationships and interconnections between things and to understand complex issues.  Each pupil is assisted in recognising their personal way of learning and in developing their learning strategies. The learning‐to‐learn skills are improved as the pupils are guided to set goals, plan their work, assess their progress and, in an age‐appropriate manner, use technological and other tools in learning. During their years in basic education, the pupils are supported in laying a good foundation of knowledge and skills and developing an enduring motivation for further studies and life‐long learning.   

Cultural competence, interaction and self‐expression (T2) The pupils are growing up in a world where cultural, linguistic, religious and philosophical diversity is part of life. Preconditions for a culturally sustainable way of living and acting in a diverse environment are possessing cultural competence based on respect for human rights, skills in appreciative interaction and means for expressing oneself and one’s views.  Pupils in basic education are guided in recognising and appreciating cultural meanings in their environment and building a personal cultural identity and a positive relationship with the environment. The pupils learn to know and appreciate their living environment and its cultural heritage as well as their personal social, cultural, religious, philosophical and linguistic roots. They are encouraged to consider the significance of their own background and their place in the chain of generations. The pupils are guided to consider cultural diversity a fundamentally positive resource. They are also supported to recognise how cultures, religions and philosophies exert influence in society and daily life and how the media shapes the culture, and also to consider what is unacceptable as a violation of human rights. In cooperation within the school community and outside it, the pupils learn to discern cultural specificities and to act flexibly in different environments. They are educated to encounter other people respectfully and to have good manners. The pupils are given opportunities for experiencing and interpreting art, culture and cultural heritage. They also learn to communicate, modify and create culture and traditions and to understand their significance for well‐being.  Plenty of opportunities for the pupils to practice expressing their opinions constructively and acting ethically are embedded in school work. The pupils are guided in putting themselves in the place of another person and examining issues and situations from different viewpoints. School work systematically promotes the recognition and appreciation of human rights and, in particular, the rights of the child, and actions indicated by these rights. Respectful and trusting attitudes 

towards other groups of people and peoples are reinforced in all activities, also by means of international cooperation. In the school community, the pupils experience the significance of interaction for their personal development. They develop their social skills and learn to express themselves in different ways and present and perform publicly in various situations. Education supports the pupils’ development as versatile and skillful users of language, both in their mother tongue and in other languages. They are encouraged to use even limited language skills to interact and express themselves. It is equally important to learn to use mathematical symbols, images and other visual expression, drama and music, and movement as means of interaction and expression. School work also offers versatile possibilities for developing manual skills. The pupils are guided to appreciate and use their bodies to express emotions, views, thoughts and ideas. School work encourages the use of imagination and creativity. The pupils are guided to act in a manner that promotes aesthetic values in their environment and to enjoy their various manifestations.   

Taking care of oneself and managing daily life (T3) Managing daily life requires an increasingly wide range of skills. This area covers health, safety and human relationships, mobility and transport, acting in the increasingly technological daily life, and managing personal finance and consumption, all of which are elements of a sustainable way of living. Basic education encourages the pupils to think positively about their future. The school community guides the pupils to understand that everyone influences both their own and other people’s well‐being, health and safety. The pupils are encouraged to take care of themselves and others, to practise skills that are important for managing their daily lives and to work for the well‐being of their environment. During their years in basic education, the pupils learn to know and understand the significance of factors that promote or undermine well‐being and health and the significance of safety, and to find information related to these areas. They are given opportunities to assume responsibility for their own and shared work and actions, and to develop their emotional and social skills. The pupils grow to appreciate the importance of human relationships and caring for others. They also learn time management, which is an important part of daily life management and self‐regulation. The pupils are given opportunities to practise looking after their own safety and that of others in various situations, also in traffic. They are guided to anticipate dangerous situations and to act appropriately in them. They are taught to recognise key symbols related to safety, to protect their privacy and to set personal boundaries. The pupils need basic information about technology and its advancement and its impacts on various areas of life and their environment. They also need advice in sensible technological choices. In instruction, the versatility of technology is examined, and the pupils are guided to understand its operating principles and cost formation. The pupils are also guided in using technology responsibly and invited to consider ethical questions related to it.  

The pupils are guided and supported in developing their consumer skills and capabilities for managing and planning personal finance. They receive guidance in acting as consumers, examining advertising critically, knowing their own rights and responsibilities and using them ethically. Moderation, sharing and being economical are encouraged. In basic education, pupils have opportunities to practise making choices and acting in a sustainable way.   

Multiliteracy (T4) Multiliteracy is the competence to interpret, produce and make a value judgement across a variety of different texts, which will help the pupils to understand diverse modes of cultural communication and to build their personal identity. Multiliteracy is based on a broad definition of text. In this context, text refers to knowledge presented by systems of verbal, visual, auditive, numeric and kinaesthetic symbols and their combinations. For example, text may be interpreted and produced in a written, spoken, printed, audiovisual or digital form.  The pupils need multiliteracy in order to interpret the world around them and to perceive its cultural diversity. Multiliteracy means abilities to obtain, combine, modify, produce, present and evaluate information in different modes, in different contexts and situations, and by using various tools.  Multiliteracy supports the development of critical thinking and learning skills. While developing it, the pupils also discuss and reflect ethical and aesthetic questions. Multiliteracy involves many different literacies that are developed in all teaching and learning. The pupils must have opportunities to practise their skills both in traditional learning environments and in digital environments that exploit technology and media in different ways. The pupils’ multiliteracy is developed in all school subjects, progressing from everyday language to mastering the language and presentational modes of different ways of knowing. A precondition for developing this competence is a rich textual environment, pedagogy that draws upon it, and cooperation in teaching and with other actors. The instruction offers opportunities for enjoying different types of text. In learning situations, the pupils use, interpret and produce different types of texts both alone and together. Texts with diverse modes of presentation are used as learning materials, and the pupils are supported in understanding their cultural contexts. The pupils examine authentic texts that are meaningful to them and interpretations of the world that arise from these texts. This allows the pupils to rely on their strengths and utilise contents that engage them in learning, and also draw on them for participation and involvement.  

ICT Competence (T5) Competence in information and communication technology (ICT) is an important civic skill both in itself and as part of multiliteracy. It is an object and a tool of learning. Basic education ensures that all pupils have possibilities for developing their ICT competence. ICT is methodically exploited in all grades of basic education, in different subjects and multidisciplinary learning modules, and in other school work.  

The pupils develop their ICT competence in four main areas: 1) They are guided in understanding the principle of using ICT and its operating principles and key concepts, and supported to develop their practical ICT competence in producing their own work. 2) The pupils are guided in using ICT responsibly, safely and ergonomically. 3) The pupils are guided in using information and communication technology in information management and in exploratory and creative work. 4) The pupils gather experience of and practise using ICT in interaction and networking. In all these four areas, it is important that the pupils themselves are active and that they are offered opportunities for creativity and for finding working approaches and learning paths that are suitable for them. The joy of doing things together and making discoveries, which influences learning motivation, is also vital. ICT provides tools for making one’s own thoughts and ideas visible in many different ways, and it thus also develops thinking and learning‐to‐learn skills.  The pupils are supported in familiarising themselves with various ICT applications and uses and in observing their significance in their daily life, in interpersonal interaction and as a channel of influence. The pupils together with the teacher consider why ICT is needed in studying, work and society and how these skills have become a part of general working life competence. They learn to assess the impact of ICT from the perspective of sustainable development and to be responsible consumers. During their years in basic education, the pupils also gather experiences of using ICT in international communication. They learn to perceive its significance, potential and risks in a global world.  

Working life competence and entrepreneurship (T6)  Working life, occupations and the nature of work are changing as a consequence of such drivers as technological advancement and globalisation of the economy. Anticipating the requirements of work is more difficult than before. Basic education must impart general capabilities that promote interest in and a positive attitude towards work and working life. It is important for the pupils to obtain experiences that help them to understand the importance of work and enterprising, the potential of entrepreneurship and their personal responsibility as members of their community and society. School work is organised to allow the pupils to accumulate knowledge of working life, learn entrepreneurial operating methods and understand the significance of competence acquired in school and in leisure time for their future careers.  The pupils are familiarised with the special features of businesses and industries and key sectors in their local area. While in basic education, the pupils are introduced to working life, and they gather experiences of working and collaborating with actors outside the school. On these occasions, the pupils practise appropriate conduct required in working life and collaboration skills and understand the importance of language and interaction skills. The pupils also get acquainted with skills in employing oneself, entrepreneurship, risk assessment and controlled risk‐taking through various projects. The pupils learn team work, project work and networking.  The pupils must have opportunities to practise working independently and together with others and acting systematically and over a longer time span. In shared tasks, each pupil can perceive his 

or her own work as part of the whole. They also learn about reciprocity and striving for a common goal. In functional learning situations, the pupils may learn to plan work processes, make hypotheses, try out different options and draw conclusions. They practise estimating the time required for a task and other preconditions of work, and finding new solutions as circumstances change. At the same time, they also have opportunities for learning to anticipate any difficulties that they may encounter in the work and to also face failure and disappointments. The pupils are encouraged to show tenacity in bringing their work to conclusion and to appreciate work and its results.  The pupils are encouraged to grasp new opportunities with an open mind and to act flexibly and creatively when faced with change. They are guided to take initiative and to look for various options. The pupils are supported in identifying their vocational interests and making reasoned choices regarding further studies from their own starting points, conscious of the impacts of traditional gender roles and other role models.   

Participation, involvement and building a sustainable future (T7) Participating in civic activity is a basic precondition for an effective democracy. Skills in participation and involvement as well as a responsible attitude towards the future may only be learned by practising. The school environment offers a safe setting for this, while basic education also lays a foundation of competence for the pupils’ growth into active citizens who use their democratic rights and freedoms responsibly. The mission of the school is to reinforce the participation of each pupil.  Basic education creates the bases for the pupils’ interest in the school community and society. The school respects their right to participate in decision‐making as indicated by their age and level of development. The pupils take part in planning, implementing, assessing and evaluating their own learning, joint school work and the learning environment. They gather knowledge and experiences of the systems and methods for participation and involvement in civic society and communal work outside the school. The pupils understand the significance of protecting the environment through their personal relationship with nature. They learn to assess the impacts of media and to exploit the potential it offers. By experience, the pupils learn about involvement, decision‐making and responsibility. They also learn to understand the significance of rules, agreements and trust. Through participation both at school and outside it, the pupils learn to express their views constructively. They learn to work together and are offered opportunities to practise negotiation skills, arbitration and conflict resolution as well as critical examination of issues. The pupils are encouraged to consider proposals from the perspectives of equality of the different parties, fair treatment and a sustainable way of living.  During their years in basic education, the pupils consider the links between the past, the present and the future and reflect on various alternative futures. They are guided to understand the significance of their choices, way of living and actions not only to themselves but also to their local environment, society and nature. The pupils develop capabilities for evaluating both their own and 

their community’s and society’s operating methods and structures and for changing them so that they contribute to a sustainable future.   

Operating culture of QFI School 

Ourmission

ProvidinghighqualityteachinginQatarthrough

encouragingyourchildtotakeanactiveand

responsibleroleasalearner

Creatinglearningopportunities

whichsupportallyourchild's

educationalneedsasanindividual,amemberofa

communityandaconsciousglobal

citizen

Offeringouryounglearnersamotivational,inspiringand

secureenvironmentwithfuturetechnologyandversatile

learningmaterialsenhanciingacademic

achievementandcreativity

Modellinganexquisite

combinationofeducationalexcellenceand

supportofholisticwel‐beingofourstudents,staffand

parents

Establishingaforunner

institutionwhichserveskeyQataristakeholderscommittedtoachievingeducationalexcellence

accordingtotheSupreme

EducationCouncil(SEC)OutstandingSchoolsProgram

Values  Respect 

Communication 

Professionalism 

Co‐operation 

Equality 

Co‐operatio

n 

Significance of school culture and its development Basic education is being developed as a coherent curricular and pedagogical whole. Pursuant to the Government Decree, basic education is structured around units consisting of grades 1–2, 3–6 and 7–9. The grades add up to a continuum of coherent instruction and consistent education. Cooperation with pre‐primary education supports the long‐term goals of the work. Cooperation and coherence of instruction are ensured by the education provider, even if pre‐primary and basic education, or various grades of basic education, were operated in different administrative units or located in different facilities. As far as possible, this cooperation also extends to educational institutions of the following stage of education and training. The school culture plays a key role in implementing comprehensive basic education. It always affects the quality of school work as experienced by the pupils29. The culture of a community comprises its practices that are shaped by its history and culture. The school culture may be developed and changed. It is an entity whose components are 

interpretation of the norms that direct the work and the goals of the activities  

leadership and the organisation, planning, implementation and evaluation of work 

competence and development of the community 

pedagogy and professionalism 

interaction, atmosphere, everyday practices and learning environments. 

The school culture is shaped by both conscious and unconscious factors. The school culture affects those who are within its sphere, regardless of whether its significance and impacts are recognised or not. The manner in which the adults act is transmitted to the pupils, who adopt values, attitudes and customs prevalent in their school community. For example, models of interaction and language use as well as gender roles are passed on to the pupils. Considering the impacts of the school culture and recognising and rectifying its undesirable features are an important part of its development. The clearest manifestations of the school culture are found in the community’s practices. In basic education, all practices are geared to supporting the goals set for the educational work. The school culture must support commitment to the goals and objectives and promote the realisation of the shared underlying values and conception of learning in school work. The basic precondition for developing the school culture is open and interactive discussion that is characterised by respect for others, ensures the participation of all members of the community, and inspires trust.    

Principles that guide the development of the school culture The principles of the school culture have the purpose of supporting the education providers and schools in directing their activities. The principles have been described in particular with the school’s operation in mind. The task of the education provider is to create preconditions for implementing these principles in schools and to develop its own operating culture along the same tracks. The goal is to create a school culture that promotes learning, participation, well‐being and a sustainable way of living. The prerequisites for implementing these principles include taking local needs and possibilities into consideration, cooperation with the guardians and other partners, and genuine involvement of the pupils in developing the community.   

A learning community at the heart of the school culture The school operates as a learning community and encourages all of its members to learn. A learning community develops in dialogue. The community is strengthened by working together and through participation. Reflecting on the goals, regular evaluation of one’s own work and a peaceful atmosphere promote the learning of a community. It is supported by feedback from homes and other partners. Learning is also promoted by drawing on information received through development efforts, evaluations and research. The significance of pedagogical and shared leadership is emphasised, and ensuring a favourable setting for learning is a particular focal point of leadership.  A learning community creates preconditions for learning together and learning from each other. It also creates a setting for exploring and experimentation, and for experiences of enthusiasm and success. The community encourages each one of its members to try their best, and to also learn from their mistakes. It sets suitable challenges and supports the community members in recognizing and drawing on the strengths of both individuals and the community. As members of a community, the pupils may build a positive and realistic self‐image and develop their natural desire to experiment and explore. A learning community understands the importance of physical activity for learning and diminishes a sedentary way of living. It appreciates concentration on work, the efforts that learning requires and bringing work to a conclusion.   

Well‐being and safety in daily life   The structures and practices of a learning community promote well‐being and safety, thus creating preconditions for learning. These perspectives extend to all school work and guide everyone’s work. The individual characteristics and equality of community members and the community’s needs are taken into consideration in the activities. The school’s practices are flexible and enable versatile activities. Physical exercise and shared activities that promote mental well‐being are a natural part of each school day. Communal pupil welfare is a key part of the school culture.  

The pupils have equal access to guidance and support for their development and learning, both as individuals and as group members. The community appreciates empathy and friendliness. Bullying, violence, racism or other types of discrimination are not acceptable, and inappropriate behaviour is intervened in. School work aims at predictability in daily activities and at a peaceful atmosphere. Experiences of being heard and treated fairly are building blocks of trust. A calm and accepting mood, good social relationships and an attractive environment promote a harmonious and pleasant working atmosphere.   

Interaction and versatile working approach Interaction, cooperation and a versatile working approach are factors that promote learning and well‐being for all members of the community. A learning community recognises the diversity of learning and building of knowledge and operates flexibly. It encourages experimentation and gives space for active learning, creative work, physical activity, play and experiences that are characteristic of various ages and different learners.  Various working approaches and learning environments are systematically applied in school work, and regular efforts are made to work outside the classroom. Opportunities are created for project‐type work, studying in modules, and cooperation both within the school and with actors outside the school. Cooperation and interaction of the adults in the school, both among themselves and with the society around the school, support the pupils’ growth into persons capable of effective interaction and cooperation. Doing things together helps the pupils to recognise their own uniqueness and promotes their skills in working constructively with different kinds of people. Information and communication technology is used to promote interaction and the use of multiple senses and channels in the work.   

Cultural diversity and language awareness  The school as a learning community is part of a culturally transforming and diverse society where the local and the global overlap. Different identities, languages, religions and worldviews coexist and interact. Internationalisation at home is an important resource for a learning community. The community appreciates and draws upon the country’s cultural heritage and national languages as well as cultural, linguistic, religious and philosophical diversity in the community itself and in its environment. It brings up the importance of the Sámi culture and various minorities in Finland. It promotes understanding and respect between individuals and groups as well as responsible action. The community recognises the right to one’s own language and culture as a fundamental right. The pupils become acquainted with cultural traditions, constructively discuss different ways of thinking and acting, and create new ways of acting together. One manifestation of cultural diversity is multilingualism. Each community and community member is multilingual. Parallel use of various languages in the school’s daily life is seen as 

natural, and languages are appreciated. A community with language‐awareness discusses attitudes towards languages and linguistic communities and understands the key importance of language for learning, interaction and cooperation and for the building of identities and socialisation. Each subject has its own language, textual practices and concepts. The languages and symbol systems of different fields of knowledge open up different viewpoints to the same phenomenon. The instruction progresses from everyday language to the language of conceptual thinking. In a language‐aware school, each adult is a linguistic model and also a teacher of the language typical of the subject he or she teaches. Participation and democratic action  A learning community constructs its operating methods together. A school culture that promotes participation, realises human rights and operates democratically lays a foundation for the pupils’ growth into active citizens.  The pupils participate in the planning, development and evaluation of the activities in accordance with their developmental stage. They get experiences of being heard and appreciated as community members. The community encourages democratic dialogue and participation and devises operating methods and structures for them. Student association activities offer an important channel for the participation of pupils. They are complemented by other operating methods, including peer supporters, mentors, voluntary work or different sustainable development activities. They also reinforce cooperation and interaction in the entire school community. Cooperation with various branches of administration, parishes, organisations, companies and other actors expands the pupils’ ideas of the society and action in a civic society. Contacts with schools in different countries improve skills in acting in a globalised world. Equity and equality  A learning community promotes equity and equality. Members of the community are encountered and treated as equals, independently of any personal characteristics30. Equality does not mean that everyone is the same. Equal treatment comprises both safeguarding everybody’s fundamental rights and opportunities for participation and addressing individual needs. The pupils’ conceptions of their gender identity and sexuality evolve during their time in basic education. A learning community promotes gender equality by its values and practices and supports the pupils in forming their gender identity. The approach of the instruction is characterised by gender‐awareness. The community encourages the pupils to recognise their potential and to study various subjects, make choices and commit to studies without gender‐related role models. By selecting and developing learning environments, working methods and learning materials, appreciation of human diversity can be made visible.  

Environmental responsibility and sustainable future orientation A learning community accounts for the necessity of a sustainable way of living in all of its activities. The school demonstrates its responsible attitude towards the environment by its everyday choices and activities. Material choices and operating methods that waste raw materials, energy and biodiversity are replaced by sustainable ones. The role that immaterial factors of a sustainable way of living plays in well‐being is highlighted, and time is set aside and visibility is given for these factors in everyday school work. The pupils are involved in planning and implementing sustainable everyday life. A learning community inspires hope of a good future by laying a foundation for eco‐social knowledge and ability. A realistic and practical attitude towards shaping the preconditions for a good future reinforces the pupils’ growth into responsible community members, municipal residents and citizens. It encourages the pupils to encounter the world’s diversity with an open mind and curiosity and to act for a more just and sustainable future.  

Learning environments and working methods Learning environments Learning environments refer to the facilities, locations, communities and operating practices where learning and studying take place. The learning environment also includes the tools, services and materials used for studying. Learning environments must support the growth, learning and interaction of the individual and the community31. All members of the community influence the learning environments by their actions. Well‐functioning learning environments promote interaction, participation and communal building of knowledge. They also enable active cooperation with communities or experts outside the school. The objective is to develop learning environments that form a pedagogically versatile and flexible whole. The specific needs of various subjects are taken into account in the development efforts. The learning environments must offer possibilities for creative solutions and the exploration of phenomena from different perspectives. In addition, the fact that the pupils also learn new knowledge and skills outside the school is taken into account in the development and selection of learning environments.  In the development, planning, implementation and use of facility solutions for basic education, factors to be accounted for include ergonomics, ecological qualities, aesthetics, accessibility and acoustic conditions, as well as the lighting, indoor air quality, comfort, order and tidiness of the premises. The facility solutions of the school, including the furniture, equipment and equipment, can be used to support the pedagogical development of instruction and active participation of 

pupils. An effort is made to give the pupils access to the facilities, tools and materials as well as library services so that they can also provide opportunities for independent study. Not only the indoor and outdoor facilities of the school but also nature and the built environment are utilised in the instruction of various subjects. Libraries, sports, art and environmental centres, museums and many other partners offer diverse learning environments. Information and communication technology is a key part of versatile learning environments. It can help to reinforce the pupils’ participation and skills in communal work and support their personal learning paths. The diverse media culture is taken into consideration in the development of learning environments. New ICT solutions are introduced to promote and support learning. The pupils’ own ICT devices may be used to support learning in a manner that is subject to agreement with the guardians. At the same time, it must be ensured that all pupils have possibilities for using information and communication technology.  Feeling successful and experiences gathered in various environments and learning situations inspire pupils to develop their personal competence. The pupils take part in developing learning environments. The pupils’ individual needs are taken into account in the planning of learning environments32. This way needs of support for learning and school attendance may be prevented. Learning environments tailored to meet support needs of pupils may be part of systematic support offered to them.  The holistic well‐being of the school community and each pupil is taken into account in the development of learning environments. The environments must be safe and healthy and promote healthy growth and development as indicated by the pupils’ age and capabilities33. The pupils are guided to act responsibly and safely in all learning environments. Learning is supported by a peaceful and friendly working atmosphere and a calm, peaceful mood.   

Working methods The starting point for selecting working methods are the goals set for teaching and learning and the pupils’ needs, capabilities and interests. Varied working methods support and direct the learning of the entire teaching group and each pupil. Working methods suitable for different ages and various learning situations are used in the instruction. Varied working and assessment methods give each pupil a possibility of demonstrating their competence in different ways. In the selection of working methods, attention is also paid to recognising and modifying gendered attitudes and practices. Versatile working methods bring the pupils joy of learning and experiences of success and support creative activities characteristic of different age groups. Experiential and functional working methods, the engagement of different senses and the use of movement increase the experiential nature of learning and strengthen motivation. Motivation is also strengthened by working methods that support self‐regulation and feelings of being part of a group. Drama and other forms of artistic expression promote the pupils’ growth into persons with self‐knowledge, healthy self‐

esteem and creativity who can express themselves in versatile ways and engage in constructive interaction with different people and groups. The selection of working methods may also be used to support communal learning where competence and understanding are constructed in interaction with others. The pupils are guided in acting in various roles, sharing tasks among themselves and assuming responsibility for both personal and shared goals.  In the selection of working methods, the characteristics of different subjects and the development of transversal competences are taken into consideration. The use of working methods typical for each subject promotes both the formation of organised knowledge structures and the adoption of skills. Skills in finding, processing, analysing, presenting, applying, combining, evaluating and creating information are important for learning. An exploratory and problem‐centred work approach, play, use of imagination and artistic activities promote conceptual and methodological competence, critical and creative thinking, and skills in applying one’s competence.  The selection of working methods is guided by differentiation of instruction. Differentiation is based on the teacher’s knowledge of their pupils’ personal needs. It is the pedagogical point of departure for all instruction. It concerns the extent and depth of learning, the rhythm and progress of the work and the pupils’ different ways of learning. Differentiation is based on the pupils’ needs for and possibilities of planning their own studies, selecting different working methods and progressing at an individual pace. The individual and developmental differences between pupils are also taken into account in the selection of working methods. Differentiation supports the pupils’ self‐esteem and motivation and promotes a peaceful setting for learning. Differentiation also pre‐empts needs for support.  Diverse and appropriate use of information and communication technology expands the pupils’ possibilities for developing their working approaches and networking skills. This builds their capabilities for independent, interactive and critical acquisition and processing of information and its creative production. The possibilities offered by games and gameful learning are exploited in the selection of working methods.  The teacher selects working methods in interaction with the pupils and, in particular, guides the pupils in the use of new working methods, strengthening their ability for self‐regulation. The learning‐to‐learn skills are developed optimally when the teacher also guides the pupils in planning and evaluating their working methods. This motivates and helps the pupils to assume responsibility for their learning and work in the school community. Joint discussions of goals and principles of assessment help to ensure commitment to work that promotes the achievement of the goals.  

 

Integrative instructions and multi‐disciplinary learning modules Integrative instruction is a vital part of a school culture that supports comprehensive basic education. The purpose of integrative instruction is to enable the pupils to see the relationships and interdependencies between the phenomena to be studied. It helps the pupils to link knowledge of and skills in various fields and, in interaction with others, to structure them as meaningful entities. Examination of wholes and exploratory work periods that link different fields of knowledge guide the pupils to apply their knowledge and produce experiences of participation in the communal building of knowledge. This allows the pupils to perceive the significance of topics they learn at school for their own life and community, and for the society and humankind. In the learning process, pupils are supported to expand and structure their worldview. A precondition for integrative instruction is a pedagogical approach to both the content of instruction and working methods where phenomena or themes of the real world are examined as wholes in each subject and, especially, in multidisciplinary studies. The manner and duration of integrative instruction may vary depending on the pupils’ needs and the objectives of the instruction. For example, integrative instruction may take place by: 

parallel study, that is studying a single theme in two or more subjects simultaneously 

sequencing, that is organising topics related to the same theme into a sequence 

functional activities, including theme days, events, campaigns, study visits and school camps 

longer multidisciplinary learning modules, which are planned and implemented in cooperation between several subjects and which may contain some of the aforementioned integrative instruction techniques  

selecting content from different subjects and shaping it into integrated modules  

holistic, integrated instruction where all instruction is provided in an integrated form similarly to pre‐primary education. 

In order to safeguard every pupil’s possibilities of examining wholes and engaging in exploratory work that is of interest to the pupils, the education provider shall ensure that the pupils’ studies include at least one multidisciplinary learning module every school year. The objectives, contents and implementation methods of multidisciplinary learning modules are decided in the local curriculum and specified in the school’s annual plans. The duration of the modules must be long enough to give the pupils time to focus on the contents of the module and to work in a goal‐oriented and versatile manner over longer term. The local curriculum and annual plan may also contain other forms of integrative instruction.  

Multidisciplinary learning modules promote the achievement of the goals set for basic education and, in particular, the development of transversal competences. The topics of the modules are planned locally to reflect the principles of school culture described in section 4.2.  Local resources and opportunities are exploited in the planning and implementation of the multidisciplinary learning modules. The modules offer excellent opportunities for cooperation between the school and the society around it. The local and topical nature of the contents to be covered and their societal significance improve the motivation of teachers and pupils alike. It is vital that the pupils take part in the planning of the modules. The purpose of the learning modules is to approach functionally issues that are part of the pupils’ world of experience and that expand it with the aim of  

strengthening the pupils’ participation and offering opportunities for involvement in the planning of the objectives, contents and working methods of the studies  

bringing up issues that the pupils find meaningful and creating opportunities for discussing and working on them  

providing additional opportunities for studying in different groups and with pupils of various ages and for working with several different adults 

offering opportunities for combining what the pupil has learnt outside the school with school work 

giving space for intellectual curiosity, experiences and creativity and challenging the pupils to engage in many types of interaction and language use situations  

reinforcing the application of knowledge and skills in practice and practising agency that is consistent with a sustainable way of living 

inspiring the pupils to act in a manner that contributes to the community and the society.  

To plan and implement multidisciplinary learning modules, cooperation is required between subjects that represent different approaches, and the school’s other activities need to be exploited. All subjects are in turn involved in implementing the learning modules as required by the current topic. Themes that are in keeping with the principles of the school culture, interesting to the pupils, and suitable for cooperation between subjects and teachers are sought to be used as contents of the learning modules. The approaches, concepts and methods typical of each subject are used to study these modules.  The pupils are given feedback on their work during learning modules, and the competence demonstrated by the pupil is taken into account when composing a verbal assessment or giving a grade for the subject.   

  

Organisation of school work aiming to promote learning and well‐being Shared responsibility for the school day The underlying values, conception of learning and school culture are manifested in the practical organisation of school work. School work must promote the achievement of the goals set for education and the fulfilment of the mission of basic education. The organisation of school work creates preconditions for the pupils’ well‐being, development and learning, and ensures the smooth operation of and well‐functioning cooperation in the school community. The practices of school work also promote a sustainable way of living. The point of departure is shared responsibility for and attention to ensuring that each pupil enjoys a good and safe school day. The promotion of well‐being is part of the duties of every adult in the school, regardless of their roles. In the organisation of school work, the needs, capabilities and strengths of all pupils are taken into account. Cooperation with guardians and other parties supports the successful achievement of this aim. Each pupil is entitled to instruction, guidance, pupil welfare and support according to the curriculum on all school days and a safe learning environment34. The education provider ensures that the pupil’s rights are implemented and that preconditions are created for school work that promotes the achievement of this goal. The school management assumes practical responsibility for decisions on instruction, guidance, pupil welfare and provision of support in the school community for all grades and subjects. This also includes preventing problems and recognising and removing obstacles to growth and learning in the school’s operating methods. Each teacher is responsible for the activities, learning and well‐being of their teaching group. The teachers influence these aspects by means of their pedagogical solutions and guidance approach. The 

teacher’s duties include monitoring and promoting the learning, work approaches and well‐being of their pupils, ensuring the respectful and fair treatment of each pupil, early recognition of potential problems, and providing guidance and support to the pupils. The teacher contributes to ensuring that the pupils’ rights to guidance and support in the areas of instruction and pupil welfare are realised. This requires interaction with pupils and guardians, mutual cooperation between teachers and, in particular, collaboration with the pupil welfare staff.  The pupils carry their own share of responsibility as members of the school community. It takes the form of regular participation in school work, fair and respectful attitude towards their peers and the adults in the school, and compliance with the shared rules. Recognising the inviolability of other persons, showing respect for work and a good disciplinary climate, and completing the agreed assignments are vital elements of school work. Under the law, the pupil shall attend basic education, complete his or her assignments diligently and behave correctly35. The pupil may only be temporarily excused from attendance for a special reason36. The home and the school work together to guide the pupils in acting as required by the law and support the pupils in their efforts. The school has the duty to intervene in absences and to assist the pupils in being successful in their school work.  

Cooperation Pupils’ participation The organisation of school work is based on the pupils’ participation and ensuring that they are heard. The school ensures that the pupils gain experiences of cooperation and democratic action in their own teaching group, the school and its local environment and various networks.  The pupils’ involvement in planning their own school work and their group’s activities is a natural way of reinforcing participation. The pupils play an important role in the planning of multidisciplinary learning modules. The pupils are also encouraged to become involved in planning and developing the activities of the school and the learning environment. The education provider must make sure that the pupils have opportunities to take part in the preparation of the curriculum and associated plans and the school rules. The pupils also take part in evaluating and developing cooperation.  QFI School has a Student Council composed of pupils. The task of the council is to promote joint action, involvement and participation of the pupils. It inspires the pupils to put forward their opinions, be active and become involved in issues that concern them and their community. The Student Council and the other structures and operating methods of the school and the municipality that support participation offer opportunities for practicing democracy skills in real life.   

Cooperation between home and school  Home‐school cooperation supports the organisation of education, ensuring that each pupil receives instruction, guidance and support indicated by their developmental level and needs. The cooperation promotes the pupils’ healthy growth and development. The participation of guardians and their possibilities of being involved in school work and its development are a key part of the school culture. The educational cooperation between home and school improves the well‐being and safety of the pupil, the class and the entire school community.  The primary responsibility for bringing up a child rests with the guardians. They must also ensure that the pupil completes his or her education. The school supports the home’s educational task and carries the responsibility for instructing and educating the pupil as a member of the school community.  Responsibility for developing the preconditions for cooperation between home and school rests with the school. The point of departure for this cooperation is building trust, equality and mutual respect. The diversity of families and their needs for information and support are taken into consideration. In order for the cooperation to be successful, the school staff must act with initiative, interact personally with the guardians and ensure versatile communication by other means. Cooperation between the home and the school is implemented at both the communal and the individual level.  To be able to take responsibility for their educational task, the guardians must be provided with information about the child’s progress in learning and growth and of any absences. Key issues related to the organisation of education are also discussed with the guardians, including the curriculum, the goals of learning, learning environments and working methods, support for learning and pupil welfare, assessment and reports, choices related to studies and various events during the school year. Encouraging feedback that describes the pupil’s learning and development is important. Regular feedback helps the guardians for their part to support the child’s goal‐oriented learning and school attendance. Cooperation is particularly vital at the transition points of the pupil’s educational path and when planning and implementing support for learning and school attendance. In addition to one‐to‐one and group meetings, information and communication technology is used in the cooperation.  The guardians are offered opportunities for getting acquainted with the school’s daily life and participating in the planning, evaluation and development of the school’s activities and objectives of the educational work together with the school staff and pupils. Joint discussions on values lay the foundation for cooperation in educating the children. Cooperation between home and school also promotes interaction between guardians and paves the way for Parents’ Association activities. Networking and the parents’ joint activities enhance community spirit and support the work of the teachers and the school.  

Internal cooperation and cooperation with other parties Close cooperation among the staff facilitates the implementation of the school’s educational goals. School work is organised appropriately and flexibly, by working together and sharing the workload. Cooperation between adults, including collaborative teaching, also works as a model for the school’s activities as a learning community for the pupils. In particular, cooperation is needed in the planning and implementation of multidisciplinary learning modules, assessment and support for learning, and the implementation of pupil welfare.  Schools also work together with other schools with the aim of promoting the development and coherence of instruction and reinforcing staff competence. Cooperation is also needed at the transition points of basic education and as pupils move from one school to another. Good cooperation between schools also contributes to smooth provision of instruction for various linguistic and cultural groups, support for learning and pupil welfare. Being active in local, national and international networks promotes the development of pedagogy. Good cooperation with club as well as morning and afternoon activities promotes the pupils’ well‐being. Cooperation with the youth, library, sport and cultural services, the police and parishes, various organisations, companies and other actors in the local area, including nature schools, museums and youth centres, adds to the versatility of learning environments and supports the school’s educational task.  

Disciplinary educational discussions and the use of disciplinary measures Pupils attending education have a right to a safe learning environment where a good disciplinary climate and undisrupted progress of the studies are safeguarded. The school has many ways of encouraging a peaceful working atmosphere, key ones of which include guidance and feedback provided by the teacher, cooperation and shared responsibility and care. By developing pedagogical solutions and strengthening an atmosphere of trust and caring, preconditions can be created for a peaceful setting for school work. In order to safeguard a good disciplinary climate and to intervene in inappropriate behaviour, the education provider also has the right to use disciplinary educational discussions and various disciplinary measures. The procedures to be followed in disciplinary educational discussions and disciplinary issues are laid down in the school’s Behaviour Policy.  A disciplinary educational discussion is the primary method of intervening in a pupil’s inappropriate behaviour. The purpose of the discussion is to work together with the pupil to identify the act or neglect that warranted the measure, hear the pupil, investigate the reasons for and the consequences of their behaviour more extensively, and to consider means for rectifying the situation. The purpose of this procedure is to find positive means for improving the pupil’s 

behaviour at school and supporting their well‐being. The education provider makes decisions on the types of situations in which disciplinary educational discussions are used.  Disciplinary measures referred to in the Behaviour Policy include detention, a written warning and suspension for a set period. A pupil who disrupts the instruction may be dismissed from the classroom or other teaching facility, or be ordered to leave a school function. In addition, in order to safeguard a peaceful setting for school work, a pupil may be banned from participating in education for the remainder of the school day if there is a risk that the pupil’s violent or aggressive behaviour will endanger the safety of another pupil or a person or that the pupil’s disruptive behaviour will inordinately complicate teaching or an activity associated with it.  The use of disciplinary measures should be based on appropriate, generally accepted and objective reasons. The same sanctions must be imposed for similar acts regardless of who committed them, however so that recurrence of acts may be taken into account as aggravating circumstances. The disciplinary consequences must be in proportion to the act. The pupil’s age and stage of development should also be taken into account. Disciplinary measures may not be used in a manner that is humiliating or degrading to the pupils.  

Other activities that support the goals of education Library as well as club and other activities closely relating to education may be arranged in conjunction with basic education. The organisation and extent of these activities are subject to decision by the school. School meals, activities during recess, morning assemblies at school, celebrations, excursions, study visits and school camps and, as far as possible, the way to school will be organised to support the objectives set for the pupils’ learning, versatile development and well‐being. They also contribute to the experience of a positive and safe school day and, from the perspective of the pupils, make possible an integrated and variable day that supports their alertness. The goals guiding the activities and the principles of their organisation are determined in the local curriculum. Decisions on their arrangement in individual schools are made in the annual plan of each school.   

Extra Curricular Activities (ECAs) ECAs are provided outside the lessons. They support the school’s goals related to education, instruction and guidance. They are part of free basic education, and they contribute to enhancing community spirit and enriching the school culture. The purpose of ECAs is to support the pupils’ versatile growth and development. The ECAs offer the pupils possibilities for familiarising themselves with various pastimes. The aim is to increase the pupils’ interests and provide experiences of doing things together, competence, success and joy. In ECAs, pupils have opportunities for applying the knowledge and skills they have learnt at school and engaging in 

creative activities and diverse interaction with adults and other pupils. The ECAs can promote the pupils’ participation and opportunities for involvement as well as their daily life skills and feeling of security. Flexible ECA solutions support the integrity of the school day. The methods of organising and implementing ECAs should be improved and the learning environment modified to support the pupils’ pursuit of pastimes. The pupils should become increasingly involved in planning the ECAs. The provision of ECAs also offers an opportunity to reinforce cooperation between home and school in educating children as well as cooperation with the society around the school. The schools may draw on the expertise of various branches of administration, communities, companies, organisations and other stakeholders of the school in the provision of ECAs.   

School library activities   In order to support the educational work of the school, school library activities may be organised and implemented in cooperation with a local library and other libraries. The library activities support the pupils in building and broadening their general knowledge and ability and worldview. Diverse school library activities support the implementation of the conception of learning in authentic learning situations and provide the pupils opportunities for assuming responsibility for many types of tasks. The school library and other libraries offer activating and stimulating learning environments and diverse working methods. The purpose of the library activities is to encourage the pupils in their independent reading and personal choices of reading material, satisfy their need for information, and invite them to find information in different sources and assess sources of information. The activities add to the opportunities for differentiating instruction, work approaches guided by the pupils’ personal interests and cooperation with homes. The school and the library work together to guide the pupils towards lifelong learning and active citizenship.  

School meals  The purpose of school meals is to support the pupils’ healthy growth and development, ability to study and knowledge of food. In the arrangements for school meals, their health‐related, social and cultural significance is taken into account. School meals have an important recreational role, and they promote a sustainable way of living, cultural competence and the objectives of food‐related education and instruction in good manners. A well‐timed and unhurried meal and possible snacks ensure that the pupils have enough energy to get through the school day. An inviting meal break improves the well‐being of the entire school community.  The school meal is an important part of the school day for the pupils. The pupils are encouraged to take part in the planning, implementation and evaluation of school meals and the meal breaks in particular. The teachers provide guidance and education in connection with the meal together with other adults in the school. The school and the homes discuss the objectives and organisation 

of school meals, working together to support the pupils’ development. Participation in school meals and the quality of the food and the meal break are monitored and evaluated regularly.  The teaching staff and the staff responsible for the meals work together to organise school meals and to develop the activities. If a pupil has individual needs related to nutrition and health or medical care, the pupil, the guardian, the staff responsible for school meals and the school health care services shall jointly agree upon support measures and monitoring related to the meals.   

Recesses, morning assemblies and other joint events at school The school day is divided into the age‐appropriate teaching periods. Some of the working time may be used for introduction to working life, end‐of‐term celebrations and other joint events. This provision accommodates many ways of setting the rhythm of the school day and organising recesses in a manner that promotes the pupils’ well‐being. Joint events may include school celebrations, theme days and excursions. Study visits and school camps may be planned for the entire school community or for one or several teaching groups.  Recesses, morning assemblies and many types of common events play a key role for the school’s community spirit and the pupils’ healthy development, social relationships and ability to cope with the studies. They are also utilised as part of multidisciplinary learning modules. They reinforce the pupils’ transversal competence and give visibility to the school’s cultural and linguistic diversity. Study visits and school camps, on the other hand, offer opportunities for expanding the learning environment, learning in authentic situations, and working together with various actors.  The school has a lot of flexibility in how the school day is divided into teaching periods and recesses, what other activities are included in the school day, and what modes of operation are used. These solutions contribute to shaping the school culture. When making decisions on them, the principles of developing the operating culture of basic education should be accounted for.   

Assessment The aim of pupil assessment is to guide and encourage learning and to develop the pupil’s capability for self‐assessment. The pupil’s learning, work and behaviour shall be variously assessed.65 These tasks are the point of departure for developing the assessment culture in basic education. The emphasis is on assessment that promotes learning. The school plays a crucial role for the self‐concept the pupils form of themselves as learners and persons. The feedback given by teachers has a particular significance. Versatile assessment and the provision of instructive feedback are the key pedagogical means used by teachers to support the pupils’ overall development and learning. Schools develop an assessment culture whose key features are  

a supportive atmosphere that encourages the pupils to try their best 

a dialogical and interactive way of working that promotes the participation of pupils 

supporting the pupils in understanding their personal learning processes and making the pupils’ progress visible throughout the learning process 

fair and ethical assessment 

versatile assessment 

using the information obtained from assessment in planning the instruction and other school work. 

For most part, assessment takes place in interaction between the teacher and pupils. The teachers ensure that, from the start, the pupils receive feedback that guides and encourages learning and information about their progress and achievements. Experiences of success encourage pupils to learn more but also to understand that failures and incorrect answers are part of the learning process. They are used in the instruction in a manner that promotes learning and is respectful to the pupils. The pupils are guided to make observations of their personal and shared work and to give constructive feedback to each other and the teachers. This creates preconditions for developing the pupils’ self‐assessment and peer assessment skills during their time in basic education.  Cooperation between home and school is part of a good assessment culture. The objectives of school work and the school’s assessment practices are discussed with the guardians. Both the pupils themselves and their guardians are informed at sufficiently frequent intervals of the pupils’ progress, working skills and behaviour. The pupils and guardians are entitled to be informed of the assessment criteria and their application to the pupil’s assessment.66 Joint discussions between the teacher, the pupil and the guardian promote mutual trust and communicate information about the pupil’s situation. Cooperation with the guardians of pupils requiring special support is particularly vital.  For teachers, assessment is also an instrument of self‐assessment and means of reflecting on their own work. Information obtained through assessment helps teachers to adapt their instruction to the pupils’ needs. It lays the foundation for the differentiation of instruction and helps to identify the pupils’ potential needs for support. The education provider monitors the implementation of the assessment principles in the schools and supports the development of assessment.  

Basing assessment on objectives and criteria Assessment of a pupil’s learning, working skills and behaviour and the provision of feedback to a pupil must always be based on the objectives set in the school curriculum. The pupils and their achievements are not compared to those of other pupils, and the assessment shall not focus on the pupil’s personality, temperament or other personal characteristics. The teachers ensure that the pupils are aware of the objectives and assessment criteria. Reflecting on the objectives and examining their personal learning in proportion to the objectives is also an important part of developing the pupils’ self‐assessment skills.  

When assessing a pupil’s knowledge and skills for the purpose of issuing reports and certificates, assessment criteria derived from the objectives defined in the school curriculum are used. Assessment criteria have been drawn up for the transition point between grades 6 and 7 and for the final assessment to support the teachers’ work and to promote more uniform assessment. Rather than being targets set for the pupils, the criteria define the level required to receive a verbal assessment that describes a good achievement level or the level required for the grade 8.  If a decision on special support states that a pupil is studying the general syllabus of a subject, the pupil’s achievements are assessed in proportion to the objectives of the general syllabus, applying the aforementioned assessment criteria. The achievements of pupils who study according to an individualised syllabus in one or several subjects in these subjects are assessed in proportion to the personal objectives set for them in an individual educational plan, rather than applying the aforementioned assessment criteria to defining their achievement level.  Accounting for the age and capabilities of the pupils and versatile assessment practices The assessment practices and the provision of feedback must be planned and implemented as indicated by the pupils’ age and capabilities. When giving feedback, attention is paid to the pupils’ successes and the progress of their learning in proportion to their previous achievements.  Versatile assessment methods shall be used. The teacher gathers information on the pupils’ progress in various areas of learning and in different learning situations. In this context, it is important to take into account the pupils’ different ways of learning and work approaches and to ensure that there are no obstacles to demonstrating progress and achievement. In various assessment and demonstration situations, it is ensured that each pupil understands the assignment and has enough time to complete it. The possibilities of using information and communication technology and giving oral demonstrations of knowledge and skills are also ensured where necessary. Additionally, the accessibility of any aids that the pupils may need is ensured, and the required assistant services are provided. Even mild learning difficulties and any shortcomings in the pupils’ skills in the language of instruction/English/Arabic should be taken into account when planning and implementing assessment and demonstration situations. Any particular priority areas of study that have been defined for the pupils are also taken into consideration.   

Developing the preconditions for self‐assessment   Education develops the pupils’ capacity for self‐assessment by giving space for reflecting on their learning and progress and by developing self‐assessment skills. Both as individuals and as a group, the pupils are guided in observing their learning and its progress and taking note of factors that affect them. The idea is that the teachers help the pupils to understand the objectives and find the best methods for achieving them.  

In the lower grades, self‐assessment skills are developed by helping the pupils to recognise their successes and strengths in school work and to become aware of the goals set for the school work. Joint assessment discussions of the teaching group are frequently used, positive feedback is given and the multiple ways in which each pupil may succeed in their work are pointed out. In higher grades, while drawing attention to successes and strengths remains important, the examination of the pupil’s personal learning and progress may be more analytic. It guides the pupils to become increasingly self‐regulated. In this case, too, it is important for the teachers to develop assessment discussions among the pupils, or peer assessment, as part of the group’s work. This way, the pupils may learn to give and receive constructive feedback. By means of self‐assessment and peer assessment, each pupil can become aware of their progress and understand how they can personally influence their learning and success in school work.  

Assessment objects Learning as an object of assessment The assessment of learning comprises assessment of progress in learning and achievement level as well as provision of feedback on these aspects. Progress is examined in proportion to earlier achievements and the set objectives. Careful monitoring of progress in learning is necessary throughout the basic education, making it possible to ensure by means of instruction, guidance and support that the pupil has the preconditions for progress. The achievement level refers to the achievements demonstrated by the pupil in different ways in proportion to the set objectives and assessed on the basis of the pupils’ performances. To assess the achievement level, the results of the pupils’ work or their performances are examined in as versatile a manner as possible. To assess the pupils’ achievement levels regarding knowledge and skills, criteria specified in the national core curriculum are used. The development of competence is seen as a cumulative process throughout the pupil’s years in basic education. Individually and in groups, the pupils are guided to examine their progress and the results of their work in proportion to the objectives and the criteria for success that were agreed upon in joint discussions when they began the task in question.   

Working skills as an object of assessment Developing the pupils’ working skills is one of the key objectives of basic education. The instruction supports the pupils’ skills in working independently and together. The working skills also include skills in planning, regulating and assessing one’s own work, acting responsibly and trying one’s best, and engaging in constructive interaction.  The pupils practise their working skills in various subjects, in multidisciplinary learning modules and in other activities of the school. The teachers guide the pupils both as individuals and as a 

group to plan their work and to use working methods that promote learning. The pupils are also guided in reflecting on the progress of their plans and in assessing the success of their work and the factors that affected it. Assessment of the working skills is part of assessment and grade formulation carried out in different subjects. Assessment is based on goals set for the development of the working skills that are part of the objectives of subjects and multidisciplinary learning modules. Providing versatile feedback on their working skills in all learning situations promotes the pupils’ possibilities of examining their own work approach and developing their working skills. Behaviour as an object of assessment  Guiding behaviour and imparting knowledge and skills related to good manners are part of the school’s educational task. The pupils are guided in taking other people and the environment into consideration and following jointly agreed ways of working and rules. In various interactive situations of the school, they are taught appropriate, situation‐aware behaviour and good manners.  The pupils’ behaviour is assessed, and they are given feedback that guides their behaviour within the framework of the objectives set for behaviour in the school curriculum. The objectives of behaviour are based on the school’s educational goals, policies that determine the operating culture of the school community, and the school rules. The pupils and their guardians must have a possibility of participating in discussions on the school’s educational goals and objectives set for behaviour and in defining their goals and objectives.  In the assessment of behaviour, it is particularly important to ensure that the assessment does not focus on the pupil’s personality, temperament or other personal characteristics. Behaviour is assessed as a separate entity in a report, and it does not affect the grade or verbal assessment given for a subject.  Progressing according to a personal study plan rather than grade by grade Rather than studying according to a syllabus divided into grades, a pupil in QFI School may progress according to a personal study plan independently of the grades. At the end of the school year, a pupil following a personal study plan receives a school year report for the studies acceptably completed during that year, and is promoted to the next grade at the conclusion of the year’s school work. If necessary, progressing according to a personal study plan may be used to avoid retention, as a result of which all of the pupil’s studies in that grade would be nullified. A pupil progressing according to a personal study plan may only be retained in a grade on the basis of generally poor academic success.  

QFI School assessment practices  Every child that applies to our school goes through the admissions assessment. We assess the students in order to place them in the most appropriate grade level based on their skills.  Assessment is based on holistic evaluation of the child’s learning and his/her performance during the test. The school looks into academic, social, emotional and motoric skills as well as behavior and attitude since they all are equally valuable in child’s holistic development. Low performance in any of these areas might be a reason for a refusal of an applicant. 

 

At the beginning of the school year the school pedagogical staff prepares a Personal Learning Plan (PLP) for each student. The mentioned aims come from the school curriculum. The PLP gives a holistic overview of child’s strengths and weaknesses, and sets some objectives for and tools for the ongoing term. The PLP is reviewed for every term.  

 

The most important data for student assessment comes through continuous teacher observations and continuous formative assessment. In these processes the teacher is able to collect information about student progress through versatile sources. Observing student’s daily work and using continuous formative assessment on daily bases gives the teacher realistic and up‐to‐date information about student’s academic level, working skills and behavior. For example, the following documentation is used: 

• teacher’s notes, photos, videos 

• student test results 

• student portfolios 

• student self‐evaluation documents 

• group self‐evaluation documents 

 The school year is divided into three terms. Students receive a report card at the end of each term. Prior to this the parents have a possibility to meet teachers in a Parent‐Teacher Conference or Student‐Led Conference.   In the early education (Grades 0‐2) the evaluation is written and descriptive. Starting from grade 3 student assessment follows numeric scale from 4‐10 (4 being failed and 10 being  outstanding) with a descriptive text.  The children are taught to use peer‐ and self‐evaluation as a natural part of daily routines and group activities. The use of these methods enhances the understanding between learning and assessment and promotes the construction of stronger and more realistic self‐image. 

Student support Principles that guide the provision of support  The three levels of support for learning and school attendance are general, intensified and special support. A pupil may only receive support provided at one of these levels at a time. School support structures include remedial teaching, part‐time special needs education, interpretation and assistance services and special aids. These support forms may be used at all three levels of support, both separately and to complement each other. The support received by the pupil must be flexible, based on long‐term planning, and adjustable as the pupil’s needs for support change. Support is provided for as long as necessary, and at the level and in the form indicated by the pupil’s needs.  

The organisation of instruction and support is based on the strengths as well as the learning and development needs of each pupil and teaching group. Attention shall be paid to the accessibility of learning and the prevention and early recognition of learning difficulties. Support for learning and school attendance comprises communal and learning environment related solutions and meeting the pupils’ individual needs. When planning instruction, it must be 

taken into account that the need for support may vary from temporary to continuous or from minor to stronger, and that the pupil may need one or several forms of support. The purpose of support is to prevent diversified and more serious problems as well as their long‐term effects. It must be ensured that the pupil has opportunities to gain experiences of success in learning and as a group member, and his or her positive self‐image and attitude towards school work must be supported. Pedagogical expertise and cross‐sectoral cooperation between teachers and other professionals providing support is important in identifying and assessing the need for 

support and planning and implementing support measures. The professionals who take part in the cooperation are decided on a case‐by‐case basis. To ensure the early identification of needs for support, the progress of the pupils in learning and the state of their school attendance must be continuously assessed. The school’s operating methods, teaching arrangements and learning environments as well as their suitability for the pupil are examined first. On the basis of this examination, it is assessed whether it is possible to implement more suitable pedagogical solutions by making changes in these aspects. In the examination and planning of the support, the results of any other assessments are utilised, and any support provided for the pupil earlier is taken into account.  Primarily, support is provided for a pupil in his or her own teaching group and school by means of various flexible arrangements, unless the pupil’s best interests necessitate his or her transfer to another teaching group or school in order to provide support. In particular, it should be ensured that the provision of support continues as the child moves from pre‐primary to basic education, within basic education, or from basic education to upper secondary education and training.  

Guidance during the provision of support Each teacher has the duty to guide a pupil in need of support in their school attendance and in the study of various subjects. Guidance is an element of all teaching situations, subjects and assessment feedback provided to the pupil. The goal of guidance is to reinforce the self‐confidence of the pupil in need of support, as well as his or her self‐assessment and learning‐to‐learn skills and ability to plan his or her future. Attention is paid to the support needs that may emerge in the pupil’s skills in life management, planning the studies, studying and cooperating with others. These skills are built up by means of appropriate guidance methods. The aim of guidance is that the pupil learns to set goals for his or her learning and to assume responsibility for his or her studies.  The perspective of guidance is taken into account when assessing the pupil’s need for both intensified and special support. As part of a pedagogical assessment or statement, the adequacy and effectiveness of the guidance received by the pupil and the pupil’s future guidance needs are evaluated. The objectives and measures related to guidance are also recorded in the pupil’s learning plan, or individual education plan (IEP). When planning the provision of support based on guidance, close cooperation with the pupil and the guardian is necessary, and the expertise of pupil welfare services and of the pupil’s school assistant may also be utilised.  In guidance during the last years of basic education, suitable possibilities for further studies are jointly sought for the pupil, and the continuation of the support needed by the pupil in upper secondary studies is examined. Towards the end of basic education, the pupil in need of support and his or her guardian should be informed and provided an opportunity to discuss specific questions related to the pupil’s further studies with a guidance counsellor and various pupil welfare experts.  

 

Cooperation between home and school during the provision of support Instruction and education shall be organised in cooperation with guardians, ensuring that each pupil receives instruction, guidance and support indicated by their level of development and needs. When a pupil needs support, cooperation between home and school becomes more significant. During the entire period of basic education and in transitions, practices of cooperation and operating models are developed. The school staff should be familiar with the statutes and regulations applicable to cooperation with the guardian in issues related to support provided to the pupil. The guardians are informed of their application to daily school life, for example as regards the processing of issues that concern the pupil, access to and disclosure of information and confidentiality. It is vital that the school staff contact the home as soon as learning difficulties or problems with school attendance appear or when the pupil’s well‐being is at risk.  The pupils and guardians are informed of the possibilities of receiving support, the three‐level support system and the available forms of support. The guardians, for their part, are encouraged to support their children in goal‐oriented learning and school attendance. Assessment of the pupil’s progress and need for support and the planning of the support is part of regular cooperation between home and school. The aim is at cooperation between home and school. However, the pupil or the guardian may not refuse to accept support prescribed in the school policies. The pupil may also need the support of individual pupil welfare, which is received on a voluntary basis and requires the consent of the pupil or, if necessary, the guardian. General support  High‐quality basic education is the foundation of a pupil’s learning and welfare. Learning difficulties and problems with school attendance are prevented by such means as differentiation of instruction, cooperation between teachers and with other staff, guidance and flexible modifying of teaching groups. The needs of both the group and an individual pupil are accounted for in the instruction.  General support is the first response to a pupil’s need for support. Usually this means individual pedagogical solutions, guidance, and support measures which seek to improve the situation in an early stage as a part of daily school life. General support is provided as soon as a need arises, and no specific evaluations or decisions are required.  Assessing the needs for support and providing the necessary support are constituent elements of all situations where education and instruction are provided. The teachers and the other staff work together to organise support for a pupil. The school engages in close cooperation with the pupil and the guardian. To provide general support, all the support forms of basic education may be used, excluding special needs education provided subject to a decision on special support and 

individualisation of syllabi for subjects. The pupil’s needs for support are responded to for example by means of remedial teaching, part‐time special needs education or guidance.  A learning plan may be used as part of general support if necessary. In this case, where applicable, the learning plan contains the same areas as a learning plan prepared for intensified support. The studies of a more advanced pupil may be deepened and broadened by means of a learning plan.   

Intensified support A pupil who needs regular support in learning or school attendance or several support forms simultaneously shall be provided with intensified support on the basis of a pedagogical assessment in accordance with a learning plan devised for him or her. The quality and quantity of the intensified support shall be adjusted to the pupil’s individual needs. Intensified support is provided when general support is not enough, and it is continued for as long as the pupil needs it. A pupil’s intensified support is planned as a coherent whole. It is more substantial than general support and provided over a longer period of time. Usually the pupil also needs several support forms. Intensified support is provided as part of mainstream education using flexible teaching arrangements. During intensified support, all support forms of basic education can be used, excluding special needs education provided subject to a decision on special support and individualisation of the syllabi for subjects. Part time special needs education, individual guidance, and cooperation between home and school, for instance, are especially significant during intensified support The role of pupil welfare in promoting and maintaining the pupil’s well‐being should also be strengthened.  The teachers and the other school staff work together to organise support for a pupil. Measures taken while the pupil receives intensified support are recorded in a learning plan. The significance of cooperation with the pupil and the guardian is highlighted. During intensified support, the learning and school attendance of the pupil must be regularly monitored and assessed. Provided that the assessment indicates a change in the need for support, or the pupil does not benefit from the support provided, the learning plan is updated to respond to the new situation.   

Special support Special support is provided to pupils who otherwise cannot adequately achieve the goals set for their growth, development or learning. The purpose of special support is to provide the pupil with holistic and methodical support that allows him or her to complete compulsory education and lay a foundation for continuing studies after basic education. The pupil’s self‐confidence, motivation to study, and possibilities of experiencing the joy of success and learning should be reinforced. The pupil’s participation and ability to assume responsibility for his or her studies should also be supported.  

Special support consists of special needs education and other support needed by the pupil provided according to the Basic Education Act80 . Special needs education and other support received by the pupil should form a coherent whole. All support forms referred to in the Basic Education Act may be used. Special support is provided within the scope of either general or extended compulsory education. The studies of a pupil receiving special support are arranged either by subjects or by activity areas. If the pupil’s studies are arranged by subjects, he or she studies these subjects according to either the general syllabus or an individualised syllabus.  If a decision on special support has been issued to a pupil, special needs education is provided to him or her following an individual educational plan. The primary goal of the pedagogical solutions that are part of special needs education is to guarantee the pupil’s learning. For example, the pedagogical solutions may be relevant to the instruction and working methods or the materials and tools selected. These depend on the learning objectives and contents and the pupil’s personal needs. Under the Basic Education Act, the pupil is entitled to remedial teaching and part‐time special needs education, also as part of special needs education.  In addition to pedagogical solutions of special needs education that support learning, a pupil receiving special support is entitled to other forms of support. These include guidance, individual pupil welfare, interpretation and assistance services and special aids.  

 

Grades 1 – 2: Becoming a pupil  

Transversal competences in grade 1‐2 The aim is that the development of the pupil’s competences enhances his or her self‐knowledge and self‐respect, the formation of a personal identity, and a sustainable way of living.   

Thinking and learning to learn (T1) School work is based on the pupils’ own experiences, observations, and questions. The pupils are encouraged to ask questions, to listen, to make detailed observations, to find information, to create and develop new ideas together, and to present the results of their work. Age‐appropriate problem solving and research assignments help stimulate the pupils’ curiosity about and interest in phenomena of the surrounding world and improve their ability to analyse, name, and describe elements in their surroundings. The pupils practise planning their own and collaborative work, setting goals, and assessing their work. Diverse physical activities and motor skill exercises support the development of thinking and learning.   

Cultural competence, interaction and self‐expression (T2)  Pupils are encouraged and guided to engage in positive interaction and cooperation. Pupils are treated with respect, and they are taught kindness and good manners. Pupils are guided to appreciate the traditions and customs of their own family and community as well as those of others. In school work, pupils learn about the local cultural environment and its cultural diversity. In school work, the pupils have the opportunity to express themselves and things that are important to them using diverse modes of presentation.   

Taking care of oneself and managing daily life (T3) Starting school requires new skills in taking care of oneself and an increased level of independence. School work includes completing age‐appropriate tasks in the class and school community. Shared rules, good manners, and encouraging feedback become increasingly important. At school, pupils learn the basics about the well‐being of self and others, about safety, and the smooth running of daily life. Attention is paid to the pupils’ independent and safe mobility in their surroundings.   

Multiliteracy (T4) The pupils are guided to develop their multiliteracy by giving them opportunities to interpret, produce, and evaluate different kinds of age‐appropriate texts. Their basic reading and writing skills develop and become more fluent. The pupils are guided in finding information from different sources and communicating it to others. They are also guided to consider the relationship 

between the imaginary and the real world and the fact that each text has its author and its purpose. The teaching and learning thus support the development of critical thinking.   

ICT competence (T5) The teaching and learning make use of the information and communication technology (ICT) skills the pupils have acquired during pre‐primary education and outside of school. Play‐based working methods are still important. The pupils practice basic ICT skills and learn to use them in their studies. At the same time, they also learn related key concepts.   

Working life competence and entrepreneurship (T6) In their school work, the pupils are provided with diverse opportunities to work independently and together with others. They practice group work and cooperating, reconciling their ideas with those of others, and assuming age‐appropriate responsibilities. They are supported in facing new situations with confidence. The pupils learn about different occupations in and outside their school and understand the importance of them and work in general for society – particularly for the daily lives and livelihood of families. Cooperation with guardians and other actors outside the school enriches school work.   

Participation, involvement and building a sustainable future (T7) From the first grade on, the pupils participate in reflecting on and planning their own studies and the objectives and working practices of their own group, and matters concerning meals, recesses, festivities, excursions, and other school events. The concepts of justice, equity, and reciprocity are discussed with the pupils.    

Subjects in grades 1 ‐ 2 In the QFI School curriculum, the tasks, the objectives, and the content areas related to the objectives are specified for each subject. Objectives that concern the particular perspectives related to learning environments and working methods, guidance, differentiation, and support, as well as assessment of learning are also defined for each subject. Abbreviations are used in the sections on the subjects. The objectives are numbered as O1, O2 etc. The content areas related to the objectives are numbered as C1, C2 etc. The content areas are referred to in the tables describing the objectives. The transversal competence areas are numbered as T1, T2 etc. and referred to in the tables describing the objectives.  T1 Thinking and learning to learn T2 Cultural competence, interaction, and self‐expression T3 Taking care of oneself and managing daily life 

T4 Multiliteracy  T5 ICT competence  T6 Working life competence and entrepreneurship  T7 Participation, involvement, and building a sustainable future   

English language and literature Task of the subject The task of the instruction of English language and literature is to develop the pupils’ literacy, language proficiency, and interaction skills and guide them towards developing an interest in language, literature, and other forms of culture and gaining awareness of themselves as communicators and language users.  In cooperation with other school subjects and the guardians, the instruction of English language and literature provides the pupils with language education and helps them to build their linguistic and cultural identities in a multicultural and media‐centred society. English language and literature is a multidisciplinary subject comprising practical, cognitive, and cultural elements. Literature that is age‐appropriate and suitable for the pupils’ language proficiency strengthens the versatile development of their creativity and imagination and expands the pupils’ understanding of their potential for linguistic expression. Literature connects the pupil to his or her culture and broadens the perception of other cultures. As part of ethical education, the pupils are guided to understand the impacts of their linguistic and communication choices on other people. The instruction proceeds in steps in accordance with the pupils’ developmental stage. The instruction familiarises the pupils with a wide range of cultural contents, of which literary art, the media, drama, theatre as well as speech and communication culture are of key importance. Literary art includes writing and interpreting literature. The instruction of speech and communication cultures strengthens interaction and communication skills. Key motivation factors in learning English language and literature are learning topics that are meaningful for the pupils and the pupils’ experiences of participation. The pupils’ interest is promoted by creating opportunities for being active and making personal choices and by acknowledging and expanding the pupils’ textual world and experiences. Each pupil’s uniqueness, equity, and gender equality are taken into account in the instruction, learning environments, and teaching methods. This makes it possible to support both advanced students and those struggling with learning difficulties.     

Mathematics In grades 1–2, the instruction of mathematics offers the pupils diverse experiences that help create a basis for the formulation of mathematical concepts and structures.   Objectives of instruction Content areas

related to the objectives

Transversal competences

Significance, values, and attitudes

O1tosupportthepupil’senthusiasmforandinterestinmathematicsandthedevelopmentofhisorherpositiveself‐imageandself‐confidence

C1‐C4 T1,T3,T5

Working skills

O2toguidethepupiltoimprovehisorherabilitytomakemathematicalobservationsandtointerpretandusethemindifferentsituations

C1‐C4 T4

O3toencouragethepupiltopresenthisorhersolutionsandconclusionsthroughconcretetools,drawings,speech,andwriting,alsousinginformationandcommunicationtechnology

C1‐C4 T2,T4,T5

O4toguidethepupiltodevelophisorherreasoningandproblem‐solvingskills

C1‐C4 T1,T4,T6

Conceptual objectives and objectives specific to the field of knowledge

O5toguidethepupiltounderstandmathematicalconceptsandnotations

C1‐C4 T1,T4

O6tosupportthepupilindevelopinganunderstandingoftheconceptofnumbersandtheprinciplesofthedecimalsystem

C2 T1,T4

O7tofamiliarisethepupilwiththeprinciplesandfeaturesofbasicarithmeticoperations

C2 T1,T4

O8toguidethepupiltodevelopfluentbasicarithmeticskillsusingnaturalnumbersandtousedifferentmentalarithmeticstrategies

C2 T1,T4

O9tofamiliarisethepupilwithgeometricshapesandtoguidehimorhertomakeobservationsontheircharacteristics

C3 T1,T4,T5

O10toguidethepupiltounderstandtheprincipleofmeasurement

C3 T1,T4

O11tofamiliarisethepupilwithtablesanddiagrams C4 T4,T5O12tosupportthedevelopmentofthepupil’scompetenceinformulatingstep‐by‐stepinstructionsandfollowinginstructions

C1 T1,T2,T4,T5

 

Key content areas related to the objectives of mathematics in grades 1–2 C1 Thinking skills: The pupils are provided with opportunities to find similarities, differences, and regularities. The pupils compare, classify, and place objects in order and identify causal relationships. They practise examining mathematical situations from different viewpoints. The pupils begin familiarising themselves with the basics of programming by formulating and testing step‐by‐step instructions. C2 Numbers and operations: Operations are performed using natural numbers. It is ensured that the pupils are familiar with the connection between numbers, numerals, and digits. The pupils expand their understanding of numbers by counting, perceiving, and estimating quantities. They practise their number sequencing skills and the ability to compare and place numbers in order. The pupils examine the properties of numbers, such as parity, multiples, and division by two. They become acquainted with the decompositions of numbers from 1 to 10. The pupils are guided in using numbers appropriately in different situations, expressing quantity, order, and measurement results, and performing operations.  The pupils familiarise themselves with the principles of the decimal system using concrete models. They are guided to understand the concept of multiplication through concrete examples, and they learn the multiplication tables of 1–5 and 10. The instruction creates a basis for understanding division and the connection between multiplication and division. The pupils apply the commutative property in multiplication and familiarise themselves with the associative property of multiplication. The concept of fraction is introduced by learning to divide an entity into equal parts. C3 Geometry and measuring: The instruction improves the pupils’ skills in perceiving the three‐dimensional environment and observing elements of plane geometry in it. The pupils practise using the concepts of direction and location.  Together with the teacher, the pupils examine objects and plane figures. In addition to identifying them, the pupils also build and draw them. The pupils are guided to find and name properties that are used to classify objects and plane figures. The pupils practise measuring, and they are guided to grasp the principle of measurement. The quantities length, mass, volume, and time are discussed, and the pupils practise using the corresponding units of measurement. Metre and centimetre, kilogramme and gramme as well as litre and decilitre are the key units. The pupils practise the times on a clock and units of time. C4 Data processing and statistics: The pupils begin to develop their ability to collect and store information on interesting topics. The pupils draw and interpret simple tables and bar graphs.    

Assessment of the pupil’s learning in mathematics in grades 1–2  In grades 1–2, the main task of assessment during the school year is to support and promote the development of the pupils’ mathematical thinking and competence in all objective areas.  The pupils are encouraged to maintain their strengths and practise their emerging skills. The pupils are guided to notice their own progress. The pupils’ level of understanding of mathematics as well as their achievement in it can be assessed through their spoken and written work and their use of different tools and drawings. In addition to the correctness of the pupils’ solutions, it is also important to assess the pupils’ working processes and their fluency. In terms of the learning process, the key targets of assessment and feedback in mathematics include the following: 

progress in understanding the concept of numbers and in number sequencing skills 

progress in understanding the decimal system 

progress in the fluent use of arithmetic skills 

progress in the ability to classify objects and plane figures 

progress in using mathematics to solve problems. 

 

 

Science In grades 1–2, the pupils’ curiosity and interest in phenomena in their surroundings are stimulated through problem solving and research assignments based on play.   Objectives of instruction Content areas

related to the objectives

Transversal competences

Significance, values, and attitudes

O1toprovidethepupilwithopportunitiestosatisfyhisorhernaturalcuriosityandtohelpthepupilexperiencethetopicsdiscussedinenvironmentalstudiesasmeaningful

C1‐C6

O2toencouragethepupiltoenjoyenvironmentalstudies,hisorherowncompetence,andfacingnewchallengesandtopractiseworkingpersistently

C1‐C6 T1,T6

O3tosupportthedevelopmentofthepupil’senvironmentalawarenessandtoguidethepupiltoactsustainablyinthesurroundingsandtheschoolcommunity

C1‐C6 T3,T7

Research and working skills

O4toguidethepupiltoobservehisorhersurroundingsandtoact,move,andmakefieldtripsinthesurroundings

C2‐C4,C6 T3

O5toencouragethepupiltowonder,askquestions,andusecollaborativediscussionsasabasisforsmallresearchassignmentsandotheractivities

C1‐C6 T1,T7

Objectives of instruction Content areas related to the objectives

Transversal competences

O6toguidethepupiltomakeobservationsandconductexperimentsatschoolandinthesurroundingsusingdifferentsensesandsimpleresearchtoolsandtopresenttheresultsindifferentways

C1‐C6 T1,T4

O7toguidethepupiltodescribe,compare,andclassifyorganisms,habitats,phenomena,materials,andsituationsindiversewaysandtonamethem

C1‐C6 T1,T4

O8toguidethepupiltoactsafely,followinstructions,andunderstandthereasonsforthem

C1‐C6 T3

O9toguidethepupiltofamiliarisehimselforherselfwithadiverserangeofeverydaytechnologyandtoinspirethepupilstoexperiment,invent,build,andinnovatetogetherwithotherpupils

C2,C4,C6 T3,T1

O10toguidethepupiltopractiseteamworkskillsandemotionalskillsandtostrengthenhisorherself‐respectandrespectforothers

C1‐C6 T2,T3

O11toguidethepupiltouseinformationandcommunicationtechnologyinacquiringinformationandstoringandpresentingobservations

C1‐C6 T5,T4

Knowledge and understanding

O12toguidethepupiltoanalysetheenvironment,humanactivities,andtherelatedphenomenausingconceptsfromthedifferentfieldsofknowledgeofenvironmentalstudies

C1‐C6 T1

O13toguidethepupiltounderstandsimplepictures,models,andmapsasrepresentationsoftheenvironment

C1‐C6 T4,T1

O14toencouragethepupiltoexpresshimselforherselfandtopractisejustifyinghisorherviews

C1‐C6 T2,T4

O15toguidethepupiltoreflectonfactorsthatsupportgrowth,development,health,andwell‐beingandthebasicnecessitiesoflife

C1,C5 T3

 

Key content areas related to the objectives of environmental studies in grades 1–2  The contents are selected to support the achievement of objectives, and the possibilities of the local environment are utilised in the choice of content.  C1 Growth and development: The contents are selected to enable the pupil to gain a general understanding of the parts and vital functions of the human body, the different stages of life, and the growth and development typical of his or her own age. The pupils practice their emotional skills and promoting mental well‐being, such as respecting themselves and others according to their age.  C2 Acting at home and at school: The learning assignments and contents are selected so that they relate to acting at home and at school. The pupils familiarise themselves with safety skills and safety instructions and the reasons for them. The pupils practise cooperation skills and working in different groups. They also practise behaving in different everyday situations, respecting physical integrity, preventing bullying, using simple everyday self‐care skills, and seeking help. C3 Observing the surroundings and their changes: The pupils practise their observation skills as well as their skills in exploring and acting in nature in different natural and built environments near the school. The environment and its phenomena, such as the weather, are described using concepts from the different fields of knowledge of environmental studies.  C4 Exploring and experimenting: The chosen contents and assignments enable pupils to practise the different stages of conducting research. Together, they experiment and find different alternatives and solutions to everyday problems.  C5 Reflecting on the basic necessities of life: The pupils learn about the basic necessities of life in terms of food, water, air, warmth, and care. Together with the teacher, the pupils develop the school day practices from the viewpoint of health, well‐being, and learning.  C6 Practising a sustainable way of living: The pupils practise taking care of their own belongings and shared items. They learn to reduce the amount of waste they generate, to recycle, and to sort waste. The pupils consider the significance of their own actions for themselves, other people, and their surroundings.  

Assessment of the pupil’s learning in environmental studies in grades 1–2  Versatile assessment is supported by forming learning units, with each unit having its own objectives and assessment criteria. The progress of work is guided with the help of constructive feedback, questions, and concrete proposals for improvements. Positive feedback and encouragement support especially the development of exploration skills and motivation. Pupils are provided with diverse opportunities to demonstrate their learning. The pupils practise recognising their own learning process and actions. The assessment does not include the pupils’ values, attitudes, health habits, sociability, temperament, or other personal characteristics.  

In terms of the learning process, the key targets of assessment and feedback in environmental studies include the following: 

progress in exploring the surroundings and in acting and moving in them  

progress in observation skills 

progress in learning to act safely 

progress in learning to work in groups. 

 

Music In grades 1–2, the teaching and learning of music support the development of kinaesthetic and auditory perceptual skills, the use of natural voice, and a positive attitude towards music. The pupils’ creative thinking and aesthetic and musical understanding are promoted by providing them with opportunities to compose and perform musical ideas and to use their imagination and creativity both independently and together with others. Musical activities are a natural part of integrative learning in the daily school life and in school festivities. Objectives of instruction Content areas

related to the objectives

Transversal competences

Participation

O1toguidethepupiltoactasamemberofamusic‐makinggroupwhilebuildingapositiveself‐image

C1‐C4 T2,T7

MakingmusicandcreativeproductionO2toguidethepupiltodevelophisorhernaturalvoiceandtosingandplayinstrumentsasamemberofamusic‐makinggroup

C1‐C4 T1,T2,T4

O3toencouragethepupiltoexperienceandperceivethesoundenvironment,sound,music,andmusicalconceptsthroughmovementandlisteningtomusic

C1‐C4 T1,T4

O4toprovidethepupilswithopportunitiestoexpresstheirownmusicalideasandtoimproviseaswellastoguidethemtocomposeandperformtheirown,small‐scalepiecesofmusicusingaural,physical,visual,technological,orothermeansofexpression

C1‐C4 T5,T6

Cultural understanding and multiliteracy

O5toencouragethepupiltoexplorehisorhermusicalheritagethroughplay,song,andmovementaswellastoenjoytheaesthetic,cultural,andhistoricaldiversityofmusic

C1‐C4 T2,T4

O6tohelpthepupilunderstandthebasicprinciplesofmusicnotationwhilemakingmusic

C1‐C4 T4

Objectives of instruction Content areas Transversal

related to the objectives

competences

Safety and well-being in music

O7toguidethepupiltoactresponsiblyinmusicmaking C1‐C4 T7Learning-to-learn skills in music

O8toofferthepupilexperiencesthathelphimorherunderstandwhysettinggoalsandpractisingtogetherareimportantinlearningmusic

C1‐C4 T1

  

Key content areas related to the objectives of music in grades 1–2  The pupils learn musical knowledge and skills through music making, i.e. singing, playing instruments, listening, moving, improvising, and composing as well as through cross‐disciplinary work in artistic subjects. The contents are selected to allow the pupils to familiarise themselves with a diverse range of musical cultures and genres. The contents support the achievement of goals and draw on both the pupils’ experiences and the possibilities of the local environment.   C1 Making music together: When making music, attention is paid to working together with others and building togetherness.  C2 Components of music: The teaching and learning of music focus on understanding the basic concepts pitch, duration, volume, and tone colour. As the pupils’ skills grow, the range of concepts is expanded to cover the musical concepts rhythm, melody, dynamics, timbre, harmony, and form.  C3 Music in the pupil’s life, community, and society: In addition to musical knowledge and skills, the teaching and learning of music include the pupils’ experiences and observations of music and the different sound environments of daily life. The significance of music in the pupils’ own communities is also discussed. C4 Repertoire: Teaching and learning of music provide the pupils with opportunities for creative activities with age‐appropriate themes and musical characteristics that are in line with the school culture. When planning the repertoire, the pupils’ cultures and the appreciation of their cultural heritage are also taken into account.     

Assessment of the pupil’s learning in music in grades 1–2  The assessment of the pupils’ learning in music is guiding and encouraging. In the assessment, particular attention is paid to the development of cooperation skills and skills in making music. The pupil’s learning is assessed based on versatile demonstrations of skills and competence. In terms of the learning process, the key targets of assessment and feedback in music include the following:  

progress in cooperation skills, with particular emphasis on working as a member of a music‐making group 

progress in understanding the basic concepts of music through musical activities.   

Visual arts In grades 1–2, the teaching and learning of visual arts lay a foundation on the development of expression skills and aesthetic abilities is supported by coordination between different senses and the whole body. Learning‐by‐doing and playfulness are utilised in teaching and learning. Pupils are encouraged to work together, share their experiences, and receive and give feedback on visual work. Objectives of instruction Content areas

related to the objectives

Transversal competences

Visual perception and thinking

O1toencouragethepupiltoobservearts,theenvironment,andotherformsofvisualculturebyusingmultiplesensesandproducingimages

C1,C2,C3 T1,T3,T4,T5

O2toencouragethepupiltodiscusshisorherobservationsandthoughts

C1,C2,C3 T2,T4,T5,T6

O3toencouragethepupiltoexpresshisorherobservationsandthoughtsusingdiversemeansofvisualproduction

C1,C2,C3 T2,T3,T4,T5

Visual production

O4toencouragethepupiltoexperimentwithdifferentmaterialsandtechniquesandtopractisetheuseofdifferentmeansofproducingimages

C1,C2,C3 T2,T3,T5,T6

O5toencouragethepupiltoengageinpersistentworkinvisualartsindependentlyandtogetherwithothers

C1,C2,C3 T1,T2,T3,T5

O6toencouragethepupiltoexaminethevisualmeansofinfluenceusedintheirownandotherpeople’simages

C1,C2,C3 T1,T2,T4,T7

Interpreting visual culture

O7toguidethepupiltousetheconceptsofvisualartsandexaminedifferenttypesofimages

C1,C2,C3 T1,T4,T5,T6

O8toencouragethepupiltorecognisedifferentproductsofartsandotherformsofvisualcultureinhisorhersurroundings

C1,C2,C3 T2,T3,T6,T7

O9toinspirethepupiltoproduceimagesbasedonhisorhersurroundings,differenttimesinhistory,anddifferentcultures

C1,C2,C3 T1,T2,T5,T6

Aesthetic, ecological, and ethical values

O10toguidethepupiltorecognisevaluesexpressedinvisualarts,theenvironment,andotherformsofvisualculture

C1,C2,C3 T2,T3,T6,T7

O11toencouragethepupiltotakeculturaldiversityandsustainabledevelopmentintoaccountinhisorhervisualproduction

C1,C2,C3 T1,T2,T4,T7

Key content areas related to the objectives of visual art in grades 1–2  The objectives of visual arts are approached by examining the pupils’ own visual cultures, the surrounding visual cultures, and the worlds of visual arts.  C1 Pupils’ own visual cultures: Contents are selected from images created by the pupils and the visual cultures in which the pupils participate independently. The pupils are encouraged to familiarise themselves with each other’s visual cultures.  C2 Visual cultures in the environment: Contents are selected diversely from built and natural environments and the media. Surrounding visual cultures are used as the basis for visual work.  C3 The worlds of visual arts: The contents are selected from visual arts produced during different times and in different environments and cultures. The cultural diversity related to works of art and experiencing them is discussed in teaching and learning.  

Assessment of the pupil’s learning in visual arts in grades 1–2  The assessment of learning in visual art is encouraging and guiding and takes into account the pupils’ individual progress. The pupils receive diverse feedback that encourages them to express their own thoughts and appreciate the views of others.  In terms of the learning process, the key targets of assessment and feedback in visual arts include the following: 

progress in setting goals for one’s own work 

progress in experimenting with materials and practising techniques 

progress in using and discussing the different means of producing images 

progress in discussing one’s own images and those produced by others. 

Crafts In grades 1–2, learning crafts develops the pupils’ ability to concentrate and take initiative. Learning crafts also encourages pupils to appreciate and evaluate their own and other people’s work and products. The educational task of crafts is to guide pupils to understand cultural diversity and equity.  Objectives of instruction Content areas

related to the objectives

Transversal competences

O1toencouragethepupiltobecomeinterestedincraftsandcuriousaboutinventingandexperimentingwithcrafts

C1‐C4 T1,T2

O2toguidethepupiltoimplementacompletecraftsprocessandtoencouragethepupiltopresenthisorherownideasinvisualformanddescribethecraftsprocessandthefinishedproduct

C1,C2,C3 T1,T4,T5

O3toguidethepupiltodesignandproducecraftsproductsorpieceswithconfidenceinhisorherownaestheticandtechnicaldecisions

C1,C5 T1,T7

O4toguidethepupiltofamiliarisehimselforherselfwithmanydifferentmaterialsandworkingwiththemaswellastoguidethepupiltoactsafelyandresponsibly

C2‐C4 T4,T6

O5tosupportthedevelopmentofthepupil’sself‐confidenceincraftsthroughexperiencesofsuccess,inspiration,andinvention

C1‐C6 T1,T3

 

Key content areas related to the objectives of crafts in grades 1–2  The contents are selected to allow the pupil to implement a complete crafts process and become familiar with different materials and working practices. Teaching and learning involve common themes and cooperation with different subjects.  C1 Producing ideas: The design process is based on the pupils’ personal feelings, stories, and imaginary environment as well as the built and natural environments. The pupils practise choosing a form, colour, and texture for their products. They also explore movement and balance. The pupils learn about preservation and protection through crafts. C2 Experimentation: The pupils are provided with opportunities to explore the diverse material and technological environment. Based on the experiments, the pupils develop and process their products or pieces further. 

C3 Design: The pupils follow the stages of a complete crafts process. They practise describing the process and the product. C4 Production: The pupils produce crafts products or pieces based on their own or group’s designs. They use the appropriate craft tools and equipment. C5 Documentation: The pupils familiarise themselves with the use of ICT as part of producing ideas, designing, and documenting the work. C6 Assessment: During the process, the pupils learn about different approaches to self and peer assessment. The pupils practise giving feedback to other pupils.  

Assessment of the pupil’s learning in crafts in grades 1–2  

Giving positive feedback and encouraging the pupils both during and at the end of the work process is important in the assessment. The pupils have the opportunity to demonstrate their progress in different ways, and they are encouraged to maintain their personal strengths and to practise their emerging skills. Group work and the finished products of the group can be presented and assessed together so that the pupils learn to speak in front of the class and to appreciate other people’s work.  The whole crafts process is taken into account in the assessment. The documentation of different stages is used as a tool for assessment, demonstrating the pupils’ progress and level of achievement in crafts. The pupils are guided to assess their own learning, and they learn different ways of conducting self and peer assessment.  In terms of the learning process, the key targets of assessment and feedback in crafts include the following: 

progress in working fluently 

progress in design, production, and assessment skills 

progress in working in a goal‐oriented manner 

progress in finding creative solutions.    

Physical education In grades 1–2, physical education emphasises learning perceptual motor skills and fundamental movement skills, working together, developing social skills, and reinforcing positive experiences of physical activity. In teaching and learning, the pupils are supported in facing emotionally varying situations. Physical education draws on the pupils’ imagination and ideas.     

Objectives of instruction Content areas related to the objectives

Transversal competences

Physical functional capacity

O1toencouragethepupiltobephysicallyactive,trynewanddifferentphysicalactivitiesindependentlyandtogetherwithothers,andexpresshimselforherselfthroughphysicalactivity

C1 T1,T3

O2toguidethepupiltopractiseperceptualmotorskills,inotherwordsobservinghimselforherselfandthesurroundingsusingdifferentsensesandmakingdecisionsappropriatefortheexercisesituations

C1 T1,T3,T4

Objectives of instruction Content areas related to the objectives

Transversal competences

O3tosupportthelearningoffundamentalmovementskills(balance,locomotor,andmanipulativeskills)sothatthepupillearnstoapplythemindifferentlearningenvironments,indifferentsituationsandduringdifferentseasons

C1 T3

O4toguidethepupilinlearningtomovesafelyindifferentenvironments,usingdifferentequipment

C1 T3

O5tointroducethepupiltowatersportsandtoensurethatthepupilmastersinitialswimmingskills

C1 T3

O6toguidethepupilinsafeandappropriatebehaviourinphysicaleducationlessons

C1 T3,T6,T7

Social functional capacity

O7toguidethepupiltoregulatehisorheractionsandexpressionsofemotionininteractivesituationsinvolvingphysicalactivity

C2 T2,T3,T6,T7

O8tosupportteamworkskills,suchasfollowingjointlyagreedrules,byguidingthepupiltoassumeresponsibilityforthesuccessofjointactivities,suchasgamesandplay

C2 T2,T6,T7

Psychological functional capacity

O9tosupportthepupilinstrengtheningapositiveself‐imageandtoguidethepupilinindependentworkanddiverseself‐expression

C3T1,T2,T3

O10toensurethatthepupilgainspositiveexperiencesofphysicalactivityandtoencouragethepupiltotesttheboundariesofhisorherpsychologicalfunctionalcapacity

C3T1,T2

 

Key content areas related to the objectives of physical education in grades 1–2  

C1 Physical functional capacity: Teaching and learning includes games, exercises, and physical activities that enable the pupils to practise their balance and locomotor skills and manipulative skills in different learning environments. Body control and motor competence are improved by using exercises that enable the pupils to practise body awareness, expression skills, and moving to a rhythm. With the help of diverse and safe exercises, the pupils familiarise themselves with physical activities indoors and outdoors. Physical education also covers swimming. C2 Social functional capacity: Teaching and learning include simple physical rule play activities, exercises, and games in which pupils cooperate with others and gain experience of helping others.  C3 Psychological functional capacity: The teaching and learning shall include stimulating playful activities and exercises that bring joy and enable the pupils to experience success and, supported by the teacher, face emotionally varying situations, such as different situations experienced during play, competition, or games.  

Assessment of the pupil’s learning in physical education in grades 1–2  

The assessment supports the pupils in learning a physically active lifestyle and growing through physical activity. Constructive and encouraging feedback promotes the pupil’s positive self‐image. Assessment is based on diverse evidence of the pupils’ learning, work, and progress. The aim of assessment is to recognise the pupils’ personal strengths and development needs and to support them. The pupil’s state of health and special needs are taken into account in the instruction and assessment of physical education. Assessment is performed by observing the pupils’ actions and work and by guiding them to self‐assessment. In terms of the learning process, the key targets of assessment and feedback in physical education include the following: 

progress in finding suitable solutions in exercise situations 

progress in practising and learning fundamental movement skills 

progress in acting safely in connection with agreed assignments 

progress in skills in working independently and together with others.   

Guidance and Counselling  In grades 1–2, guidance counselling is implemented as an integral part of the instruction of other school subjects and school activities. Responsibility for guidance counselling is carried by the class teacher together with other adults in the school. Guidance counselling promotes the development of the pupils’ study abilities and skills and supports the pupils in gradually assuming more 

responsibility for their school work, assignments, and personal belongings. The pupils receive guidance in setting goals as well as encouraging and instructive feedback on the achievement of the goals in order to improve their learning‐to‐learn skills. To achieve the objectives of guidance counselling, it is important to select working methods and feedback practices that enable the pupils to form a positive self‐image as learners and group members. The pupils are guided to practise interaction skills and working in groups. They are also encouraged to be involved in their surroundings. In the beginning of basic education, a foundation is laid for guidance counselling cooperation between home and school. Guidance counselling supports the pupils and their guardians in making their first choices concerning education and helps them understand the significance of those choices for the pupils’ future studies. The introduction to different professions and working life begins with learning about the different tasks performed in the classroom and at school and the different professions the pupils see in their everyday lives.  

   

Grades 3 – 6: Developing as a Learner   

Transversal Competences in Grades 3 ‐ 6  The teaching and learning of transversal competences is continued systematically. The aim is that the development of the pupil’s competences enhances his or her self‐knowledge, self‐respect, and the formation of a personal identity. This is a particularly opportune time in the pupils’ development for adopting a sustainable way of living and reflecting upon the need for sustainable development.    

Thinking and learning to learn (T1) The teaching and learning strengthens the pupils’ skills of posing questions and finding answers to them independently and together with others by making observations and using various sources of information and different kinds of tools. Thinking skills are practised by using problem‐solving and reasoning tasks and working approaches that utilise and promote curiosity, imagination, inventiveness, and learning by doing.  The pupils are guided to recognise ways of learning most suitable for them and to pay attention on their study techniques. The pupils are guided to notice how completing their assignments regularly affects their progress and to recognise their strengths and development needs. They are assisted in perceiving goals and choices related to their studies and encouraged to discuss them with their guardians.   

Cultural competence, interaction and self‐expression (T2) The pupils are guided to know and appreciate their social, cultural, religious, ideological, and linguistic roots and to consider the significance of their own background and their place in the chain of generations. The pupils learn to understand the significance of human rights treaties in the society and the world; in particular, they familiarise themselves with the UN Convention on the Rights of the Child. The pupils are guided to respect and defend human rights.  The pupils are encouraged to try different modes of expression and to enjoy being active and expressing themselves. They are provided with opportunities for international cooperation and making comparisons between different customs and cultures. Interaction, social skills and good manners are practised in versatile ways. The pupils are guided in putting themselves in the place of others and seeing things from different perspectives. The school creates inspiring opportunities for practising social skills and inventiveness as well as planning and self‐expression skills and manual skills.   

Taking care of oneself and managing daily life (T3) As part of school work, the pupils have opportunities to rehearse time management, good behaviour, and other practices that promote well‐being and safety in their own lives and in the community. The pupils are encouraged to take responsibility for the tidiness, comfort, and atmosphere of the learning environment and to participate in drawing up common rules of the school community and developing its operating methods. The importance of protecting privacy and personal boundaries is discussed, and the pupils learn about protecting themselves. The pupils practise acting appropriately in various threat and risk situations. The diversity and significance of technology is explored in teaching and learning. They are guided in using technology responsibly and safely and invited to reflect on its ethical questions. The pupils familiarise themselves with the practices of sustainable consumption.   

Multiliteracy (T4) The pupils are guided to develop their multiliteracy by interpreting, producing and evaluating an increasingly wide variety of texts in different contexts and environments. They practise analysing fiction, non‐fiction and argumentation and recognising the difference between them.  Multiliteracy is advanced by analysing different texts from the author’s and the audience’s perspective as well as by taking the context and situation into account. Critical literacy is developed in cultural contexts that are meaningful for the pupils. Narration, description, comparison, and commentary as well as various media presentations are modes of presenting information typical of this age. Active reading and producing different texts as part of school work and free time as well as enjoying texts, promote the development of multiliteracy.  

ICT competence (T5) Information and communication technology (ICT) is utilised diversely in various subjects and other school work, reinforcing collaborative learning. At the same time, opportunities are created for the pupils to seek, explore and use the working practices and tools that are best suited for their personal way of learning and working. The pupils examine the impacts of ICT on their daily lives and find ways of using it sustainably.   

Working life competence and entrepreneurship (T6) The pupils are guided in working systematically and persistently, and in taking more responsibility for their actions. They are encouraged in recognising their strengths and becoming interested in different things. They are guided to be persistent in completing their work and to appreciate the results of work. They practise project and group work and cooperation with actors outside the school. The pupils are encouraged to utilise skills they have learnt in their free time and to teach them to one another.  Activities where the pupils obtain experiences of work, different professions and working for others are included in school work.  

Participation, involvement and building a sustainable future (T7) Teaching and learning create the basis for the pupils’ interest in the school community and the society. Questions and situations related to sustainable development, peace, equality, and democracy as well as human rights, especially the rights of children, are reflected on with the pupils. Practical actions through which the pupils can personally work for a positive change are considered and practised with them. The pupils are guided to see the impacts of media in the society and to practise using media as a means of involvement.  The pupils have opportunities for practising cooperation, addressing conflicts and seeking solutions as well as making decisions, both in their own class and in different study situations as well as in the entire school community. The pupils are encouraged to participate in student council and club activities and, for example, environmental activities or other forms of action offered by the school and the local community where they can learn skills in participation and involvement and gradually learn to take more responsibility.    

Subjects in grades 3 ‐ 6  In the QFI School curriculum, the tasks, the objectives, and the content areas related to the objectives are specified for each subject. Objectives that concern the particular perspectives related to learning environments and working methods, guidance, differentiation, and support, as well as assessment of learning are also defined for each subject. Abbreviations are used in the sections on the subjects. The objectives are numbered as O1, O2 etc. The content areas related to the objectives are numbered as C1, C2 etc. The content areas are referred to in the table describing the objectives. The transversal competence areas are numbered as T1, T2 etc. and referred to in the tables describing the objectives.  T1 Thinking and learning to learn T2 Cultural competence, interaction, and self‐expression T3 Taking care of oneself and managing daily life T4 Multiliteracy  T5 ICT competence  T6 Working life competence and entrepreneurship  T7 Participation, involvement, and building a sustainable future     

English Language and Literature  In grades 3–6, the special task of instruction is to guide the pupils towards more fluent self‐expression and interaction skills, reading and text production skills and strategies as well as to expand the selection of text genres. The pupils are guided to act appropriately, safely and responsibly in increasingly versatile interactive situations, some of which are multimodal and digital. They are also instructed in interpreting, producing, and assessing more diverse texts as part of learning to learn. Knowledge about language, literature, the media, and other forms of culture is acquired while the pupils develop their language proficiency and examine the meanings of texts. The instruction aims at attracting interest in observing language, in reading as a pastime, and in different types of expression, and at providing the necessary tools as well as offering experiences related to language and literature.   

Assessment of the pupil’s learning in the subject of English Language and Literature in grades 3–6  Assessment and the feedback based on it is versatile and concrete and aimed at developing the pupil’s learning‐to‐learn skills. Assessment is an integral part of the learning process. Assessment is based on versatile documentation of the pupils’ progress in their developing language, text production, and comprehension skills and their level of knowledge of language, literature, and other forms of culture. The pupils are guided to assess their own and others’ work, expression, and products. Versatile and valid assessment and feedback that support learning are used to help the pupils become aware of their own knowledge, skills, and working processes and to provide the pupils with tools for developing them. Reading independently is an important goal that is supported and assessed in relation to reading and writing skills.  Basic skills in the different objective areas of English Language and Literature as well as the work processes and learning strategies that support their development are central for progress in learning.  Objectives of instructions in the syllabus in English Language and Literature in Grades 3‐6 Objectives of instruction Content areas

related to the objectives

Transversal competences

Acting in interactive situations

O1toguidethepupiltostrengthenhisorherskillsofactingconstructivelyindifferentcommunicationenvironmentsandtoexpresshisorheropinions

C1 T1,T2,T7

O2toguidethepupiltonoticetheimpactsofhisorherlinguisticandcommunication‐relatedchoicesandtotakeotherpeople’sneedsintoconsiderationingroupcommunicationsituations

C1 T1,T2,T3,T7

O3toguidethepupilinusinghisorhercreativityandexpressinghimselforherselfinaversatilemannerindifferentcommunicationandpresentationsituations,alsobythemeansofdrama

C1 T1T2,T4,T7

O4toencouragethepupiltodevelopapositiveself‐imageasacommunicatorandwillingnessandabilitytoactindifferentinteractivesituations,alsoinmultimediaenvironments

C1 T1,T2,T3,T4

Interpreting texts

O5toguidethepupilinobtainingmorefluentskillsinreadingandusingtextcomprehensionstrategiesaswellasinobservingandassessinghisorherreading

C2 T1,T4,T5

O6toguidethepupilindevelopingskillsinanalysing,assessing,andinterpretingdiversetexts,expandinghisorhervocabularyandresourceofconcepts,andpromotinghisorherthinkingskills

C2 T1,T2,T4,T5

O7toguidethepupilinfindinginformation,theuseofversatilesourcesofinformation,andevaluatingthereliabilityofinformation

C2 T1,T4,T5

O8toencouragethepupiltodevelophisorherknowledgeofandinterestinliterature,media,andothertextsintendedforchildrenandyoungpeoplebycreatingopportunitiesforpositivereadingexperiences,satisfyingthethirstforinformation,andsharingreadingexperiencesalsoinmultimediaenvironments

C2 T1,T4,T5

Producing texts

O9toencouragethepupiltoexpresshisorherexperiences,thoughtsandopinionsandtoreinforcepositiveself‐imageasaproduceroftexts

C3 T1,T2,T4,T7

O10toencourageandguidethepupilinverbalisinghisorherthoughtsandpractisingtheproductionofnarrative,descriptive,instructive,andsimpleargumentativetexts,alsoinmultimediaenvironments

C3 T1,T4,T5,T7

O11toguidethepupilinacquiringmorefluenthandwritingandkeyboardskillsandtostrengthenhisorhercommandofwrittenlanguage,textstructures,andspelling

C3 T1,T4,T5

Objectives of instruction Content areas related to the objectives

Transversal competences

O12toencouragethepupiltodeveloptextproductionprocessesandskillsinassessinghisorherowntexts,toofferopportunitiesforproducingtextstogetherandgivingandreceivingconstructivefeedback,aswellastoguidethepupiltotaketherecipientofthetextintoaccountandtoactethicallyinonlineenvironments,

C3 T2,T4,T5,T6

respectingprivacyandcopyrightsUnderstanding language, literature, and culture

O13toguidethepupiltostrengthenhisorherlanguageawareness,toinspirehimorhertoexamineandobservelanguageanditsvariants,andtopractiseusingconceptsrelatedtolanguageanditsstructures,andtohelpthepupiltounderstandtheimpactsoflinguisticchoices

C4 T1,T2,T4

O14toencouragethepupiltoexpandtheselectionoftextsheorshereadsandtoreadliteratureintendedforchildrenandyoungpeopleaswellastoencouragereadingasapastime,thesharingofreadingexperiences,andactiveuseofthelibrary

C4 T2,T4,T5,T7

O15tosupportthepupilinbuildingalinguisticandculturalidentityandtoguidehimorhertovaluedifferentculturesandlanguagesaswellastocreateopportunitiesforthepupiltogetacquaintedwithmediaandculturalofferingsandtoproduceculturehimselforherself

C4 T2,T4,T6,T7

 

Key content areas related to the objectives of the syllabus in English language and literature in grades 3–6  C1 Acting in interactive situations: The pupils are offered varied opportunities to practise sharing their experiences, thoughts, and opinions, listening to others, and giving and receiving constructive feedback in different communication environments. The pupils practise and observe their own interaction in different communication situations. The pupils are guided towards all‐round expression.  C2 Interpreting texts: The pupils practise reading different texts fluently, including literature, non‐fiction, and media texts that combine images and text, and using text comprehension strategies and thinking skills that are suitable for the situation and the goal. The pupils observe and assess their own reading skills. The pupils expand their knowledge of the features of language by exploring texts. The pupils select, read and listen to literature for children and young people, including entire books. They search for information in various sources and expand their knowledge by reading. They learn to evaluate the reliability of texts and sources. C3 Producing texts: The pupils produce diverse fictional and non‐fictional texts based on their personal experiences, observations, thoughts and opinions and other pupils’ texts. They consider the purpose of writing and how it is reflected in linguistic choices. They acquire more fluent handwriting and keyboard skills. They examine and practise using linguistic and textual features that are typical of narration and description as well as of instructive and argumentative expression. The pupils improve their skills in producing texts needed in their studies. They also 

practise using and citing sources and understand the importance of acting ethically in online environments and respecting privacy and copyrights.  C4 Understanding language, literature, and culture: The pupils explore the way language varies according to the situation and topic and consider the meanings of words, expressions, and texts. They examine intertextuality in diverse texts. Media and cultural offerings for children and young people are utilised in teaching and learning. The pupils examine media culture phenomena and age‐appropriate contents and discuss the role of the media in their daily lives. The pupils are encouraged in and familiarised with active and versatile use of the library and finding literature and texts that interest them. Their independent interest in reading and writing is supported.   Assessment criteria for the syllabus in English language and literature at the end of grade 6 for a verbal assessment describing good knowledge and skills/numerical grade eight  Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Acting in interactive situations

O1toguidethepupiltostrengthenhisorherskillsofactingconstructivelyindifferentcommunicationenvironmentsandtoexpresshisorheropinions

C1 Actinginsituationsrequiringverbalcommunication

Thepupilexpresseshisorherthoughtsandopinionsinfamiliarcommunicationenvironments.

O2toguidethepupiltonoticetheimpactsofhisorherlinguisticandcommunication‐relatedchoicesandtotakeotherpeople’sneedsintoconsiderationingroupcommunicationsituations

C1 Actingininteractivesituations

Thepupiluseshisorhervocalskills,skillsintargetingmessagesandmakingcontactindifferentinteractivesituations,isabletomodifythemodeofcommunicationasrequired,andstrivestotaketheviewpointsofothersintoaccount.

O3toguidethepupilinusinghisorhercreativityandexpressinghimselforherselfinaversatilemannerindifferentcommunicationandpresentationsituations,alsobythemeansofdrama

C1 Usingmodesofexpression

Thepupilisabletousemodesofall‐roundexpressiontoconveyhisorherideasandthoughtsinagroup,andtodeliverashorttalkorpresentationpreparedinadvance.Heorsheparticipatesindramaactivities.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O4toencouragepupilstodevelopapositiveself‐imageasacommunicatorandwillingnessandabilitytoactindifferentinteractivesituations,alsoinmultimediaenvironments

C1 Developmentofinteractiveskills

Thepupilreceivesfeedbackonhisorheractionsandgivesfeedbacktoothers.

Interpreting texts

O5toguidethepupilinobtainingmorefluentskillsinreadingandusingtextcomprehensionstrategiesaswellasinobservingandassessinghisorherreading

C2 Masteringbasictextcomprehensionstrategies

Thepupilreadsdiversetextsfluently,usesbasictextcomprehensionstrategies,andisabletoobserveandassesshisorherreading.

O6toguidethepupilindevelopingskillsinanalysing,assessing,andinterpretingdiversetexts,expandinghisorhervocabularyandresourceofconcepts,andpromotinghisorherthinkingskills

C2 Analysingandinterpretingtexts

Thepupilidentifiessomelinguisticandtextualfeaturesofnarrative,descriptive,instructive,andsimpleargumentativetexts.Thepupilisabletousetextinterpretationskillstodevelophisorherthinking,vocabulary,andresourceofconcepts.

O7toguidethepupilinfindinginformation,theuseofversatilesourcesofinformation,andevaluatingthereliabilityofinformation

C2 Informationacquisitionskillsandsourcecriticism

Thepupilusesthemediaandvarioustextualenvironmentsaswellassuitablestrategiesinacquiringinformationandistosomeextentabletoassessthereliabilityofinformationsources.

O8toencouragepupilstodeveloptheirknowledgeofandinterestinliterature,media,andothertextsintendedforchildrenandyoungpeople,creatingopportunitiesforpositivereading,satisfyingtheirthirstforinformation,andsharingreadingexperiences

C2 Knowledgeofliteratureandtextsintendedforchildrenandyoungpeopleandthesharingofreadingexperiences

Thepupilistosomeextentfamiliarwithliteratureandmediaandothertextsintendedforchildrenandyoungpeopleandisabletoshareexperiences,alsoinamultimediaenvironment.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Producing texts

O9toencouragethepupiltoexpresshisorherexperiences,thoughtsandopinionsandtoreinforcepositiveself‐imageasaproduceroftexts

C3 Expressingexperiencesandthoughts

Thepupilexpresseshisorherexperiencesandthoughtsthroughdiversetexts.

O10toencourageandguidethepupilinverbalisinghisorherthoughtsandpractisingtheproductionofnarrative,descriptive,instructive,andsimpleargumentativetexts,alsoinmultimediaenvironments

C3 Verbalisingthoughtsandusingdifferenttextgenres

Withguidance,thepupilisabletousethelanguagetypicalofnarrative,descriptive,andsimpleargumentativetexts.Thepupilisabletogivehisorhertextaheading,divideitintoparagraphs,andpayattentiontowordchoices.

O11toguidethepupilinacquiringmorefluenthandwritingandkeyboardskillsandtostrengthenhisorhercommandofwrittenlanguage,textstructures,andspelling

C3 Writingskillsandcommandofwrittenlanguage

Thepupilwritesfluentlyandclearlybyhandandhasadoptednecessarykeyboardskills.Thepupilisfamiliarwithbasicstructuresofwrittenlanguageandthebasicsofspellingandusesthemwhenproducinghisorherowntexts.

O12toencouragethepupiltodeveloptextproductionprocessesandskillsinassessinghisorherowntexts,toofferopportunitiesforproducingtextstogetherandgivingandreceivingconstructivefeedback,aswellastoguidethepupiltotaketherecipientofthetextintoaccountandtoactethicallyinonlineenvironments,respectingprivacyandcopyrights

C3 Constructingtextsandethicalcommunication

Thepupilknowsandisabletodescribethebasicstagesofproducingtexts,isabletoassesshisorherowntexts,producestextsinstagesindependentlyandtogetherwithothers,andgivesandreceivesfeedback.Thepupilisabletocitesources,understandsthatheorshemustnotpassaquotationashisorherowntext,andisfamiliarwiththeethicalprinciplesofactingonline.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Understanding language, literature, and culture

O13toguidethepupiltostrengthenhisorherlanguageawareness,toinspirehimorhertoexamineandobservelanguageanditsvariants,andtopractiseusingconceptsrelatedtolanguageanditsstructures,andtohelpthepupiltounderstandtheimpactsoflinguisticchoices

C4 Developmentinexamininglanguageandcommandoflinguisticconcepts

Thepupilobservesthelinguisticfeaturesoftextsandisabletodescribethemandusestheconceptsheorshehaslearnedwhentalkingandwritingaboutthem.

O14toencouragethepupiltoexpandtheselectionoftextsheorshereadsandtoreadliteratureintendedforchildrenandyoungpeopleaswellastoencouragereadingasapastime,thesharingofreadingexperiences,andactiveuseofthelibrary

C4 Knowledgeofliterature

Thepupilreadstheagreedbooksintendedforchildrenandyoungpeopleanddiscussesandsharesopinionsaboutthebooks.

O15tosupportthepupilinbuildingalinguisticandculturalidentityandtoguidehimorhertovaluedifferentculturesandlanguagesaswellastocreateopportunitiesforthepupiltogetacquaintedwithmediaandculturalofferingsandtoproduceculturehimselforherself

C4 Developmentoflanguageawarenessandknowledgeofculture

Thepupilisabletoobserveanddescribesimilaritiesanddifferencesbetweendifferentlanguagesandcultures.Thepupilisabletodiscussinterestingmediaandculturalofferings.Thepupilparticipatesinplanningandstagingthepupils’ownperformances.

    

Foreign languages 

 In grades 5–6, the special task of instruction in foreign languages is to promote the development of thinking skills. It provides material for the formation and appreciation of a plurilingual and multicultural identity. As the pupil expands his or her vocabulary and learns new structures, he or she also develops his or her interaction and information acquisition skills. There is plenty of room for joy, playfulness, and creativity in language learning.  Objectivesofinstructioninaforeignlanguageingrades5–6

Objectives of instruction Content areas related to the objectives

Transversal competences

Growing into cultural diversity and language awareness

O1tohelpthepupilstructurehisorherperceptionoftherelationshipsbetweenallthelanguagesheorsheknows

C1 T1,T2,T4

O2tohelpthepupiltoperceivethestatusofthestudiedlanguageintheworldaswellasitsdistribution

C1 T2,T4

Language-learning skills

O3toguidethepupiltopractisehisorhercommunicationskillsinapermissiveclassroomatmosphereaswellastotakeresponsibilityforhisorherstudiesandassesshisorherknowledgeandskills

C2 T3

O4toencouragethepupilstoperceiveskillsinthestudiedlanguageaspartoflifelonglearningandincreasingtheirlinguisticrepertoireaswellastoalsofindandutilisematerialsinthetargetlanguageoutsidetheschool

C2 T4

Evolving language proficiency, interaction skills

O5toguidethepupiltopractisedifferentcommunicationsituations,especiallyoralones

C3 T4

O6toencouragethepupiltousemanymethodsfordeliveringamessage,includingparalinguisticcues,andtoaskhisorhercommunicationpartnerstorepeatwhattheysaidandslowdownifnecessary

C3 T4

O7toguidethepupilinpractisingdifferentexpressionsofpoliteness

C3 T4

 

Key content areas related to the objectives of the syllabus in a foreign language in grades 5–6  C1 Growing into cultural diversity and language awareness: The pupils observe and compare the most important common features and differences of the language they study and languages they already know. They familiarise themselves with the distribution of the language.

C2 Language-learning skills: Goals are  set and activities are planned  together. The pupils  learn where the skills in the studied language are needed and used.

C3 Evolving language proficiency, interaction skills, text interpretation skills, text production skills: The  pupils  learn  vocabulary  and  structures  in  connection  with  many  types  of  themes, including myself, my family, school, hobbies, and leisure time. Interesting topics for language use are  also  selected  together.  The  pupils  practise  various  interactive  situations.  They  learn  to recognise the symbols of phonetic transcription and to produce characters needed in the language they study.

Assessment of the pupil’s learning in the syllabus in a foreign language in grades 5–6 The assessment is encouraging in nature and provides the pupils with an opportunity to focus on forms of expression most natural for them. Versatile assessment also offers opportunities for pupils with linguistic learning difficulties or whose linguistic background is different in some other way to demonstrate their knowledge and skills. Assessment of learning in many different ways, including self and peer assessment, that covers all objectives to be assessed, is important for progress in studies. The assessment takes all areas of language proficiency into account.  

   

Evolving language proficiency, text interpretation skills

O8toencouragethepupiltointerpreteasilypredictableandage‐appropriatespeechorwrittentextbasedonthecontext

C3 T4

Evolvinglanguageproficiency,textproductionskills

O9toofferthepupilplentyofopportunitiesforpractisingage‐appropriatespeakingandwritingonaverysmallscale

C3 T4

Mathematics In grades 3−6, the teaching and learning of mathematics offer experiences on which the pupils can build their understanding of mathematical concepts and structures. The instruction supports the development of the pupils’ skills in presenting their mathematical thinking and solutions to others in different ways and with the help of different tools. Solving a wide range of problems independently and in a group and comparing different solutions are important in teaching and learning. It is ensured that the pupils understand the concept of numbers and the decimal system and expand their understanding of it. The pupils also develop the fluency of their arithmetic skills.  Objectives of instruction in mathematics in grades 3–6 Objectives of instruction Content areas

related to the objectives

Transversal competences

Significance, values, and attitudes

O1tomaintainthepupil’senthusiasmforandinterestinmathematicsandtosupportapositiveself‐imageandself‐confidence

C1‐C5 T1,T3,T5

Working skills

O2toguidethepupiltoperceiveandunderstandconnectionsbetweenthethingsheorshehaslearned

C1‐C5 T1,T4

T3toguidethepupiltodevelophisorherskillsinposingquestionsandmakingreasonedconclusionsbasedonhisorherobservations

C1‐C5 T1,T3,T4,T5

O4toencouragethepupiltopresenthisorherconclusionsandsolutionstoothersthroughconcretetools,drawings,speech,andwriting,alsousinginformationandcommunicationtechnology

C1‐C5 T1,T2,T4,T5

O5toguideandsupportthepupilindevelopinghisorherproblem‐solvingskills

C1‐C5 T1,T4,T5

O6toguidethepupiltodevelophisorherskillsinassessingwhetherthesolutionisreasonableandmeaningful

C1‐C5 T1,T3

ConceptualobjectivesandobjectivesspecifictothefieldofknowledgeO7toguidethepupiltouseandunderstandmathematicalconceptsandnotations

C1‐C5 T1,T4

O8tosupportandguidethepupiltostrengthenandexpandhisorherunderstandingofthedecimalsystem

C2 T1,T4

O9tosupportthepupilinexpandinghisorherunderstandingoftheconceptofnumberstopositiverationalnumbersandnegativeintegers

C2 T1,T4

Objectives of instruction Content areas related to the objectives

Transversal competences

O10toguidethepupilinachievingfluentmentalandwrittenarithmeticskills,makinguseofthepropertiesofoperations

C2 T1,T3,T6

O11toguidethepupiltoobserveanddescribethegeometricalpropertiesofobjectsandfiguresandtofamiliarisethepupilwithgeometricalconcepts

C4 T4,T5

O12toguidethepupilinestimatingthemagnitudeofameasuredobject,selectingasuitabletoolandunitforthemeasurement,andconsideringwhethertheresultisreasonable

C4 T1,T3,T6

O13toguidethepupilinpreparingandinterpretingtablesanddiagramsandusingstatisticalkeyfiguresaswellastoofferexperiencesofprobability

C5 T4,T5

O14toinspirethepupiltoformulateinstructionsintheformofcomputerprogramsingraphicprogrammingenvironments

C1 T1,T4,T5,T6

 

Key content areas related to the objectives of mathematics in grades 3–6  C1 Thinking skills: The pupils develop their skills in finding similarities, differences, and regularities. They also improve their skills in comparing, classifying, and ranging objects, systematically searching for alternatives, and observing causal relationships and connections in mathematics. They plan and execute programs in graphic programming environments. C2 Numbers and operations: It is ensured that the pupils understand the decimal system and can deepen their understanding of it. The pupils examine and classify numbers to diversify their perception of connections between and the structure and divisibility of numbers. The pupils improve their skills in performing basic mental arithmetic operations. The pupils are guided to round up figures and to calculate with approximate values, through which they learn to estimate the order of magnitude of the result. All operations are practised in versatile situations, utilising the necessary tools.  C3 Algebra: The pupils observe the regularities of number sequences and continue a number sequence following its rule. They get to know the concept of the unknown. They examine equations and solve them by reasoning and experimentation. C4 Geometry and measuring: The pupils build, draw, examine and classify objects and figures.  The pupils study symmetry in proportion to a line. They are also guided to notice rotational and translational symmetries in their surroundings, for example in art. The pupils are first introduced to the system of coordinates. The pupils are familiarised with the concept of scale, which is applied to enlargements and reductions. The pupils practise measuring and pay attention to the 

accuracy of measurement, estimation of the measurement results, and verifying measurements. They practise making unit conversions with the most common units of measurement. C5 Data processing and software, statistics, and probability: The pupils develop their skills in systematically collecting data on topics that are of interest to them. They record and present data in the form of tables and diagrams. They familiarise themselves with probability in everyday situations by concluding whether an event is impossible, possible, or certain.  

Assessment of the pupil’s learning in mathematics in grades 3–6 In grades 3–6, the main task of assessment during the school year is to support and promote the development of the pupils’ mathematical thinking and competence in all objective areas. Assessment is versatile and feedback instructive and constructive. They supports the development of the pupils’ mathematical skills and, when necessary, encourage them to try again. The pupils are guided to assess their own learning and to become aware of their strengths. The pupils are also guided to pay attention to their working practices and to become aware of their attitudes towards studying mathematics.  The pupils are required to increasingly demonstrate their mathematical thinking through spoken language, use of tools, drawings, and written work. The assessment targets include the pupil’s working processes, correctness of the solutions, and his or her ability to apply the learned knowledge and skills. When the pupils work together, the assessment focuses on the actions and products of both the individual group members and the entire group. Feedback guides the pupils to understand the importance of the efforts and development of each group member. The pupils are guided to assess their products and actions.     

Assessment criteria for mathematics at the end of grade 6 for a verbal assessment describing good knowledge and skills/numerical grade eight Objective of instruction Conten

t areas Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Significance, values, and attitudes

O1tomaintainthepupil’senthusiasmforandinterestinmathematicsandtosupportapositiveself‐imageandself‐confidence

C1‐C5

Doesnotaffectgradeformulation.Thepupilsareguidedinreflectingontheirexperiencesasapartofself‐assessment.

Working skills

O2toguidethepupiltoperceiveandunderstandconnectionsbetweenthethingsheorshehaslearned

C1‐C5 Connectionsbetweenthethingsthatthepupilhaslearned

Thepupilrecognisesandgivesexamplesofconnectionsbetweenthethingsthatheorshehaslearned.

O3toguidethepupiltodevelophisorherskillsinposingquestionsandmakingreasonedconclusionsbasedonhisorherobservations

C1‐C5 Posingquestionsandreasoningskills

Thepupilisabletoaskquestionsandmakeconclusionsthataremeaningfulintermsofmathematics.

O4toencouragethepupiltopresenthisorherconclusionsandsolutionstoothersthroughconcretetools,drawings,speech,andwriting,alsousinginformationandcommunicationtechnology

C1‐C5 Presentingsolutionsandconclusions

Thepupilpresentshisorhersolutionsandconclusionsindifferentways.

O5toguideandsupportthepupilindevelopinghisorherproblem‐solvingskills

C1‐C5 Problem‐solvingskills

Thepupilusesdifferentstrategiestosolveproblems.

O6toguidethepupiltodevelophisorherskillsinassessingwhetherthesolutionisreasonableandmeaningful

C1‐C5 Skillsinassessingasolution

Inmostcases,thepupilisabletoassesswhetherthesolutionisreasonableandthemeaningful.

Conceptual objectives and objectives specific to the field of knowledge

O7toguidethepupiltouseandunderstandmathematicalconceptsandnotations

C1‐C5 Understandingandusingmathematicalconcepts

Thepupilmainlyusescorrectconceptsandnotations.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O8tosupportandguidethepupiltostrengthenandexpandhisorherunderstandingofthedecimalsystem

C2 Understandingthedecimalsystem

Thepupilmasterstheprincipleofthedecimalsystem,alsoregardingdecimalnumbers.

O9tosupportthepupilinexpandinghisorherunderstandingoftheconceptofnumberstopositiverationalnumbersandnegativeintegers

C2 Theconceptofnumbers

Thepupilisabletoworkwithpositiverationalnumbersandnegativeintegers.

O10toguidethepupilinachievingfluentmentalandwrittenarithmeticskills,makinguseofthepropertiesofoperations

C2 Arithmeticskillsandusingthepropertiesofbasicoperations

Thepupilisabletoexecutementalandwrittenarithmeticoperationsquitefluently.

O11toguidethepupiltoobserveanddescribethegeometricalpropertiesofobjectsandfiguresandtofamiliarisethepupilwithgeometricalconcepts

C4 Geometricalconceptsandobservinggeometricalproperties

Thepupilisabletoclassifyandrecogniseobjectsandfigures.Thepupilisabletoworkwithscalesandrecognisefiguresthataresymmetricalinproportiontoalineandapoint.

O12toguidethepupilinestimatingthemagnitudeofthemeasuredobject,selectingasuitabletoolandunitforthemeasurement,andconsideringwhethertheresultisreasonable

C4 Measurement Thepupilisabletoselectasuitablemeasurementtool,takeameasurement,andassesswhethertheresultisreasonable.Thepupilisabletocalculateareasandvolumes.Thepupilmastersthemostcommonunitconversions.

O13toguidethepupilinpreparingandinterpretingtablesanddiagramsandusingstatisticalkeyfiguresaswellastoofferexperiencesofprobability

C5 Preparingandinterpretingtablesanddiagrams

Thepupilisabletoprepareatablebasedonagivensetofdataandtointerprettablesanddiagrams.Thepupilisabletocalculateanaverageanddetermineamode.

O14toinspirethepupiltoformulateinstructionsintheformofcomputerprogramsingraphicprogrammingenvironments

C1 Programminginagraphicenvironment

Thepupilisabletocodeafunctioningprograminagraphicenvironment.

 

Science In grades 3–6, the teaching and learning of Science is structured as units in which the surrounding world, the pupils themselves, and their actions as members of the community are examined. The pupils are guided to understand their own growth and development. Problem‐solving and research assignments are utilised in deepening their interest in phenomena in their surroundings. Towards the end of the grade unit 3–6, they also reflect on the characteristics of different fields of knowledge.   Objectives of instruction of science in grades 3–6 Objectives of instruction Content

areas related to the objectives

Transversal competences

Significance, values, and attitudes

O1tosparkandmaintainthepupil’sinterestintheenvironmentandenvironmentalstudiesandtohelpthepupilexperienceallfieldsofknowledgeofthesubjectassignificantforhimselforherself

C1‐C6

O2toguideandencouragethepupiltosetpersonalstudygoalsandtomakepersistenteffortstoachievethemandtorecognisehisorherowncompetenceofenvironmentalstudies

C1‐C6 T1,T7

O3tosupportthedevelopmentofthepupil’senvironmentalawarenessandtoguidethepupiltoactandbecomeinvolvedinhisorhersurroundingsandcommunityinordertopromotesustainabledevelopmentandtoappreciatethesignificanceofsustainabledevelopmenttohimselforherselfandtheworld

C1‐C6 T3,T7

Research and working skills

O4toencouragethepupiltoformulatequestionsonvarioustopicsandtousethemasthebasisforresearchandotheractivities

C1‐C6 T1,T7

O5toguidethepupiltoplanandcarryoutsmall‐scaleresearchprojectsandtomakeobservationsandtakemeasurementsinversatilelearningenvironmentsusingdifferentsensesandresearchandmeasuringequipment

C1‐C6 T1,T5

O6toguidethepupiltorecognisecausalrelationships,tomakeconclusionsonhisorherresults,andtopresenttheresultsandresearchindifferentways

C1‐C6 T1,T2,T5

Objectives of instruction Content areas related to the objectives

Transversal competences

O7toguidethepupiltounderstandtheuse,significance,andoperatingprinciplesoftechnologicalapplicationsindailylifeandtoinspirethepupilstoexperiment,invent,andbecreativetogether

C2‐C6 T2,T3,T5

O8toencouragethepupiltopromotewell‐beingandsafetyinhisorheractionsandsurroundingsandtoguidethepupilinactingsafely,appropriately,andresponsiblyandprotectinghimselforherself

C1‐C6 T3

O9toguidethepupilinexploringandactingaswellaswanderingaroundandgoingonfieldtripsinnatureandthebuiltenvironment

C2‐C6 T3

O10toofferthepupilopportunitiestopractiseactinginagroupindifferentrolesandinteractivesituations,toinspirethepupiltoexpresshimselforherself,andtolistentoothersaswellastosupportthepupilinrecognising,expressing,andregulatinghisorheremotions

C1‐C6 T2,T3

O11toinstructthepupiltouseinformationandcommunicationtechnologyresponsibly,safely,andergonomicallyforacquiring,processing,andpresentinginformationandasameansofinteraction

C1‐C6 T5,T4

Knowledge and understanding

O12toguidethepupilinperceivingtheenvironment,humanactivities,andtherelatedphenomenausingtheconceptsofenvironmentalstudiesandindevelopinghisorherconceptualstructuresfrompreconceptionstowardsaccurateuseofconcepts

C1‐C6 T1

O13toguidethepupilinunderstanding,using,andconstructingdifferentmodelsforinterpretingandexplaininghumanbeings,theenvironment,andrelatedphenomena

C1‐C6 T1,T5

O14toguidethepupilinobtainingreliableinformation,expressingandjustifyingdifferentviews,andinterpretingandcriticallyevaluatinginformationsourcesandviewpoints

C1‐C6 T2,T4,T5

O15toguidethepupilinexploringnature,identifyingorganismsandhabitats,andthinkingecologicallyaswellastoguidethepupilinunderstandingthestructure,vitalfunctions,anddevelopmentofhumans

C1,C3‐C6

T1

O16toguidethepupilingeographicalthinking,perceivinghisorherownenvironmentandtheentireworld,andpractisinghisorherskillsinusingmapsandothergeomedia

C3‐C6 T1,T5

O17toguidethepupilinexploring,describing,andexplainingphysicalphenomenaindailylife,nature,andtechnologyandconstructinganunderstandingofthelawofconservationofenergy

C2,C4‐C6

T1

Objectives of instruction Content areas related to the objectives

Transversal competences

O18toguidethepupiltoexplore,describe,andexplainchemicalphenomenaandthecharacteristicsandchangesofsubstancesaswellastoconstructanunderstandingofthelawofconservationofmass

C2,C4‐C6

T1

O19toguidethepupilinunderstandingaspectsofhealth,themeaningofeverydayhealthhabits,andthelifecourseaswellasindividualgrowthanddevelopmentinchildhoodandyouth,andtoencouragethepupilinpractisingandapplyinghisorherhealthliteracyindailylife

C1‐C3,C6

T1,T3

 

Key content areas related to the objectives of science in grades 3–6  The contents are selected to support the achievement of objectives, and local possibilities are utilised in the selection. Content areas are utilised in forming learning units for each grade.  C1 Me as a human being: The selected contents relate to the structure and vital functions of humans and the different stages of human growth and development. In the contents, attention is paid to current changes in the pupils’ development and to understanding their individual nature. Sexual development and human reproduction are discussed in an age‐appropriate manner. They identify aspects that support their learning. C2 Acting in situations and communities of daily life: The selected learning assignments and contents relate to acting in situations and communities of daily life. The pupils practise explaining everyday situations, phenomena, and technology using the concepts and models of different fields of knowledge. They explore the operating principles and structures of different equipment. They practise promoting safety and safety skills.  C3 Exploring a diverse world: Using versatile regional examples and topical news items, the pupils learn to perceive the natural environment and human activities. Key perspectives are valuing the diversity of nature and cultures and reinforcing global understanding.  C4 Exploring the environment: The selected contents include research assignments related to the pupils’ own living environment. In the living environment, the pupils observe the abiotic and biotic nature, the built and the social environment, and the phenomena, materials, and technological applications in their surroundings. Assignments direct the pupils to practise the different stages of conducting research.  C5 Structures, principles, and cycles of nature: Using different materials and substances, the pupils study the states of matter and properties of substances. Combustion, photosynthesis, and the hydrological cycle form the basis for perceiving the changes in substances and the law of conservation of mass. The pupils are familiarised with the law of conservation of energy.  

C6 Building a sustainable future: Aspects to be considered in the selection of contents include fostering biodiversity, climate change and its mitigation, sustainable use of natural resources, promotion of health, caring for the pupils’ own cultural heritage, living in a multicultural world, and the global welfare of the humankind now and in the future. The pupils reflect on the impacts of their own actions on themselves, other people, animal welfare, nature, and society. They practise environmentally responsible actions in their surroundings as well as taking care of others.   

Assessment of the pupil’s learning in science in grades 3–6  Versatile assessment is supported by forming learning units with each unit having its own objectives and assessment criteria. In research assignments and projects, the focus is on assessing only a few areas in accordance with the set objectives. The pupils are guided to recognise their previous knowledge, skills, and preconceptions. The pupils are provided with versatile opportunities for demonstrating their learning. In addition to versatile products, the assessment is also based on the observation of the pupils’ working processes and discussions. Assessment covers not only the content of the product but also the pupil’s ability to perceive what is essential, search for information, and express himself or herself clearly. The pupils practise recognising their own strengths and development needs and encouraging each other in learning. The assessment does not include the pupils’ values, attitudes, health habits, sociability, temperament, or other personal characteristics. In addition to skills in exploring and acting, competence in the different fields of knowledge is also important in terms of progress in studies.  Assessment criteria for science at the end of grade 6 for a verbal assessment describing good knowledge and skills/numerical grade eight  Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Significance, values, and attitudes

O1tosparkandmaintainthepupil’sinterestintheenvironmentandscienceandtohelpthepupilexperienceallfieldsofknowledgeofthesubjectassignificantforhimselforherself

C1‐C6 Perceivingthesignificanceofscience

Thepupilisabletogiveexamplesofthesignificancethatthefieldsofknowledgeofsciencehave.

O2toguideandencouragethepupiltosetpersonalstudygoalsandtomakepersistenteffortstoachievethemandtorecognisehisorherowncompetenceofscience

C1‐C6 Goal‐orientedworkandlearning‐to‐learnskills

Thepupilisabletosetgoalsforhimselforherselfforsmallstudyunitsandtoworktoachievecommongoals.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O3tosupportthedevelopmentofthepupil’senvironmentalawarenessandtoguidethepupiltoactandbecomeinvolvedinhisorhersurroundingsandcommunityinordertopromotesustainabledevelopmentandtoappreciatethesignificanceofsustainabledevelopmenttohimselforherselfandtheworld

C1‐C6 Sustainabledevelopmentknowledgeandskills

Thepupilisabletodescribefactorsthatsupportandthreatenthebuildingofasustainablefutureusingexamples.Thepupilisabletodescribedifferentmethodsofprotectinganddevelopinghisorhersurroundingsandcommunitiesandinfluencingthem,andtoactinajointinvolvementprojectwithguidance.

Research and working skills

O4toencouragethepupiltoformulatequestionsonvarioustopicsandtousethemasthebasisforresearchandotheractivities

C1‐C6 Formulatingofquestions

Thepupilisabletoformulaterelevantquestionsthatcanbedevelopedtogethertobeusedasthebasisofresearchandotheractivities.

O5toguidethepupiltoplanandcarryoutsmall‐scaleresearchprojectsandtomakeobservationsandtakemeasurementsinversatilelearningenvironmentsusingdifferentsensesandresearchandmeasuringequipment

C1‐C6 Researchskills:planning,observation,andmeasurements

Thepupilisabletoact,takemeasurements,anddocumenttheresultsaccordingtotheinstructions.Thepupilisabletoplansmallresearchprojectsbothindependentlyandtogetherwithothers.

O6toguidethepupiltorecognisecausalrelationships,tomakeconclusionsonhisorherresults,andtopresenttheresultsandresearchindifferentways

C1‐C6 Researchskills:makingconclusionsandpresentingresults

Thepupilpractisesidentifyingcausalrelationshipswithguidanceandisabletodrawsimpleconclusionsontheresults.Thepupilisabletopresenthisorherresultsclearly.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O7toguidethepupiltounderstandtheuse,significance,andoperatingprinciplesoftechnologicalapplicationsindailylifeandtoinspirethepupilstoexperiment,invent,andbecreativetogether

C2‐C6 Technologicalcompetenceandcooperationintechnologicalproblem‐solving

Thepupilisabletodescribetheoperatingprinciplesofsometechnologicalapplicationsofdailylifeandgiveexamplesoftheirsignificance.Thepupilisabletoparticipateinexperimentsandbeinventivetogetherwithothers.

O8toencouragethepupiltopromotewell‐beingandsafetyinhisorheractionsandsurroundingsandtoguidethepupilinactingsafely,appropriately,andresponsiblyandprotectinghimselforherself

C1‐C6 Promotingsafetyandsafetyskills

Thepupilisabletodescribekeyconceptsassociatedwithwell‐beingandsafetybyexamples.Thepupilisabletodescribesafetyinstructionsandnecessarymeasuresinriskandthreatsituationsandsituationsrequiringfirstaid,isabletoapplytheminlearningsituations,andpractisesjustifyingthemrelyingonthevariousfieldsofknowledgeofscience.

O9toguidethepupilinexploringandactingaswellaswanderingaroundandgoingonfieldtripsinnatureandthebuiltenvironment

C2‐C6 Actingandexploringintheenvironment

Thepupilisabletoact,wanderaroundandgoonfieldtripsinnaturalandbuiltenvironmentsaccordingtoinstructions.Thepupilisabletocarryoutresearchintheenvironmentwithguidance,independentlyandasagroupmember.

O10toofferpupilspossibilitiestopractiseactinginagroupindifferentrolesandinteractivesituations,toinspirethepupiltoexpresshimselforherself,andtolistentoothersaswellastosupportthepupilinrecognising,expressing,andregulatinghisorheremotions

C1‐C6 Developinginteractionskillsandrecognisingandregulatingemotions

Thepupilisabletodescribethedifferentpracticesrelatedto,e.g.actinginagroup,politebehaviour,andexpressingandregulatingemotions,andpracticestheirapplicationindifferentroles.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O11toinstructthepupiltouseinformationandcommunicationtechnologyresponsibly,safely,andergonomicallyforacquiring,processing,andpresentinginformationandasameansofinteraction

C1‐C6 Usinginformationandcommunicationtechnology

ThepupilknowshowtouseICTindifferentstagesofaresearchprocessandasaninstrumentofinteraction.Thepupilisabletodescriberesponsible,safe,andergonomicICTuse.

Knowledge and understanding

O12toguidethepupilinperceivingtheenvironment,humanactivities,andtherelatedphenomenausingtheconceptsofenvironmentalstudiesandindevelopinghisorherconceptualstructuresfrompreconceptionstowardsaccurateuseofconcepts

C1‐C6 Usingconcepts Thepupilisabletodescribetheenvironment,humanactivities,andrelatedphenomenausingkeyconceptsofthefieldsofknowledgeofscienceaswellasinhisorherownwords.Thepupilisabletoassociateconceptslogically.

O13toguidethepupilinunderstanding,using,andconstructingdifferentmodelsforinterpretingandexplaininghumanbeings,theenvironment,andrelatedphenomena

C1‐C6 Usingmodels Thepupilknowshowtoreadandinterpretdifferentconcretemodels.Thepupilpractisesusingabstractmodels.

O14toguidethepupilinobtainingreliableinformation,expressingandjustifyingdifferentviews,andinterpretingandcriticallyevaluatinginformationsourcesandviewpoints

C1‐C6 Criticalliteracyandexpressingviews

Thepupilisabletosearchforinformationfromdifferentsourcesofinformationandselectsomereliablesourcesofinformation.Thepupilpractisesjustifyingvariousviewsandisabletonamedissimilaritiesindifferentviewpoints.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O15toguidethepupilinexploringnature,identifyingorganismsandhabitats,andthinkingecologicallyaswellastoguidethepupilinunderstandingthestructure,vitalfunctions,anddevelopmentofhumans

C1,C3‐C6

Fieldofknowledgeofbiology:Exploringnature,identifyingorganismsandhabitats,andthestructure,vitalfunctions,anddevelopmentofhumans

Thepupilisabletoobservenatureandidentifythemostcommonplantspeciesandtheircharacteristichabitats.Thepupilcompilesasmallherbariumwithguidanceandisabletostudythegrowthofplantsbyexperimentingindependentlyandtogetherwithothersandtodescribethestructure,vitalfunctions,anddevelopmentofhumansinbroadterms.

O16toguidethepupilingeographicalthinking,perceivinghisorherownenvironmentandtheentireworld,andpractisinghisorherskillsinusingmapsandothergeomedia

C3‐C6 Fieldofknowledgeofgeography:Perceivingtheglobeandskillsinworkingwithmapsandothergeomedia

Thepupilrecognisesthedifferentlevelsofregions,structureshisorhersurroundings,isabletoperceivethestudiedareasandthewholeworldonthemap,andknowshowtodescriberegionaldiversityontheglobe.Thepupilisabletousemapsandothergeomediasourcestosearchandpresentinformation.

O17toguidethepupilinexploring,describing,andexplainingphysicalphenomenaindailylife,nature,andtechnologyandconstructinganunderstandingofthelawofconservationofenergy

C2,C4‐C6

Fieldofknowledgeofphysics:Exploring,describingandexplainingphysicalphenomena

Thepupilisabletoobserveanddescribesimplephysicalphenomenaindailylife,nature,andtechnologyandpractisesexplainingthem.Thepupilisabletousetheconceptsofenergy,force,andmotionineverydaysituationsandgiveexamplesthatillustratethelawofconservationofenergy

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O18toguidethepupiltoexplore,describe,andexplainchemicalphenomenaandthecharacteristicsandchangesofsubstancesaswellastoconstructanunderstandingofthelawofconservationofmass

C2,C4‐C6

Fieldofknowledgeofchemistry:Exploring,describing,andexplainingchemicalphenomena

Thepupilisabletoobserveanddescribethestatesofmatterandthepropertiesoffamiliarsubstances,andheorshepractisesexplainingthem.Usingthelawofconservationofmass,thepupilisabletoexplain,forexample,thewatercycleorrecycling.

O19toguidethepupiltounderstandaspectsofhealth,thesignificanceofeverydayhealthhabits,andthelifecourseaswellasindividualgrowthanddevelopmentinchildrenandteenagersandtoencouragethepupiltopractiseandapplyhisorherhealthliteracyandskillsindailylife.

C1‐C3,C6

Fieldofknowledgeofhealtheducation:Knowledgeofaspectsofhealthandeverydayhealthhabitsandreflectionontheirsignificance,recognisinganddescribinggrowthanddevelopmenttypicalofthepupils’age

Thepupilisabletodescribeaspectsofhealthandgiveexamplesofhowheorshecanpromotegoodhealthinhisorherdailylife.Thepupilisabletodescribethedifferentlifecoursestagesandexplainkeycharacteristicsofgrowthanddevelopmentinpubertyandtheirindividualvariations.

    

History In grades 3–6, the task of the instruction of history is to familiarise the pupils with the nature of historical knowledge, information acquisition, and basic concepts. The aim is to awaken the interest of the pupils in the past and in human activities, in perceiving their significance, and in understanding them. Learning by doing and experiential working approaches are emphasised in the instruction of the contents defined in the core curriculum.   Objectives of instruction in history in grades 3–6 Objectives of instruction Content areas

related to the objectives

Transversal competences

Significance, values, and attitudes

O1toguidethepupiltobecomeinterestedinhistoryasafieldofknowledgeandasubjectthatbuildshisorheridentity

C1‐C5 T1‐T7

Acquiringinformationaboutthepast

O2toguidethepupiltorecognisedifferentsourcesofhistory C1‐C5 T1,T2,T4,L5,T7

O3toguidethepupiltonoticethathistoricalinformationcanbeinterpretedindifferentways

C1‐C5 T1,T2,T4‐T7

Understanding historical phenomena

O4tohelpthepupiltoperceivedifferentwaysofdividinghistoryintoerasandtousehistoricalconceptsrelatedtothem

C1‐C5 T1,T2,T3

O5toguidethepupiltounderstandthemotivesofhumanactivity

C1‐C5 T2‐T4,T6,T7

O6tohelpthepupiltoperceivedifferentreasonsforhistoricaleventsandphenomenaandtheirconsequences

C1‐C5 T2,T4,T7

O7tohelpthepupiltoidentifychangesinthehistoryofhisorherfamilyorcommunityandtounderstandhowthesamechangesmayhavemeantdifferentthingstodifferentpeople

C1‐C5 T1‐T7

O8toteachthepupiltoperceivethecontinuityinhistory C1‐C5 T1,T2,T4,T7

Applying historical knowledge

O9toguidethepupilinfindingreasonsforchanges C1‐C5 T1,T2,T4O10toinstructthepupiltoexplainhowinterpretationsmaychangeasaconsequenceofnewsourcesornewwaysofexaminingthem

C1‐C5 T1‐T7

O11toguidethepupiltoexplainhumanactivity C1‐C5 T2‐T4,T6,T7

  

Key content areas related to the objectives of history in grades 3–6  The contents are selected to support the achievement of the objectives. It is advisable that the pupils are introduced to history studies by using the past of the pupils’ families or local community to acquaint them with the nature of historical knowledge. In the key content areas, attention is paid to the history of the pupil’s family, region, and local area, when appropriate. Content areas may be dealt with either chronologically or thematically. C1 Prehistoric era and the birth of civilisation: The pupils learn about the lives of small human populations, the hunter‐gatherer culture, the revolution of farming culture, and the birth of civilisation. C2 Ancient times and the heritage of the classical period: The pupils learn about the dawn of democracy in Greece and the Roman society. The era is also examined from the perspective of the settlement of the Nordic countries. C3 Middle Ages: The pupils study the medieval worldview as well as cultural similarities and differences in the East and the West and their impacts on different groups of people. They learn about the dawn of the historical era in Finland and how Finland became part of Sweden. C4 The revolution of the modern times: The pupils are familiarised with changes that took place in science, arts, and people’s beliefs. C5 Qatar in world history: The pupils learn about the development of Qatar area as a part of the world history. Assessment of the pupil’s learning in history in grades 3–6  Assessment in the subject of history aims to guide and encourage the pupils. Feedback is given in order to encourage the pupils to study different historical sources and to produce their own interpretations of them. Diverse techniques of written and oral production and achievement demonstrated through other activities and modes of expression are taken into account in the assessment. Rather than the memorisation of contents, the assessment pays particular attention to the application of knowledge and the development of historical thinking. Exploring, learning by doing, and immersion in the past are essential for making progress in studies. In addition, anchoring the knowledge to the cultural environment, perceiving the time perspective, and understanding the agency of humans and the significance of history for humankind and the pupil’s own life, now and in the future, are also important.       

Assessment criteria for history at the end of grade 6 for a verbal assessment describing good knowledge and skills/numerical grade eight  Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Significance, values, and attitudes

O1toguidethepupiltobecomeinterestedinhistoryasafieldofknowledgeandasubjectthatbuildshisorheridentity

C1‐C5

Thedevelopmentofthepupil’smotivationisnotusedasabasisforgradeformulation.Thepupilsareguidedinreflectingontheirexperiencesasapartofself‐assessment.

Acquiring information about the past

O2toguidethepupiltorecognisedifferentsourcesofhistory

C1‐C5 Recognisinghistoricalinformationsources

Thepupilisabletosearchforhistoricalinformationindifferentsourceswithguidance.

O3toguidethepupiltonoticethathistoricalinformationcanbeinterpretedindifferentways

C1‐C5 Perceivingtheinterpretativenatureofhistoricalknowledge

Thepupilisabletotellfactsfrominterpretations.

Understanding historical phenomena

O4tohelpthepupiltounderstanddifferentwaysofdividinghistoryintoerasandusingtherelatedhistoricalconcepts

C1‐C5 Understandingchronology

Thepupilrecognisesthemainwaysofstructuringtimeinhistoryandisabletogiveexamplesoftypicalfeaturesofsocietiesindifferenttimesanddifferenteras.

O5toguidethepupiltounderstandthemotivesofhumanactivity

C1‐C5 Historicalempathy Thepupilisabletoputhimselforherselfinthepositionofapersonofthepastandtodescribethemotivationsofhisorheractions.

O6tohelpthepupiltoperceivedifferentreasonsforhistoricaleventsandphenomenaandtheirconsequences

C1‐C5 Understandingcausalrelationshipsinhistory

Thepupilrecognisesandisabletogiveexamplesofcausalrelationshipsofhistoricalphenomena.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O7tohelpthepupiltoidentifychangesinthehistoryofhisorherfamilyorcommunityandtounderstandhowthesamechangesmayhavemeantdifferentthingstodifferentpeople

C1‐C5 Perceivingchange

Thepupilisabletodescribechangesandexplainwhychangedoesnotequalprogress.Usingsomeexamples,thepupilisabletodescribehowthesamechangehashadadifferentmeaningfordifferentpeopleandgroups.

O8toteachthepupiltoperceivethecontinuityinhistory

C1‐C5 Recognisingcontinuity

Thepupilisabletogiveexamplesofthecontinuityofphenomenafromoneeratoanother.

Applying historical knowledge

O9toguidethepupiltoproposereasonsforchanges

C1‐C5 Describingcausalrelationships

Thepupilisabletodescribethemainfeaturesofthecausalrelationshipsofsomehistoricalphenomena.

O10toinstructthepupiltoexplainhowinterpretationsmaychangeasaconsequenceofnewsourcesornewwaysofexaminingthem

C1‐C5 Explaininginterpretations

Usingsomeexamples,thepupilisabletoexplainwhythesameeventorphenomenonmaybeinterpretedindifferentways.

O11toguidethepupiltoexplainhumanactivity

C1–C5 Explaininghumanactivity

Thepupilisabletodescribethestudiedeventoraphenomenonfromthepointofviewofdifferentactors.

   

Social studies In grades 3–6, the emphasis of social studies is on the familiarisation with communal life and constructive interaction. The pupils are encouraged to listen to others, to express their opinions, and to justify their views as well as to find their own strengths. The pupils practise decision‐making and skills needed for involvement in the school community and interacting with other actors in the local community. In teaching and learning, the pupils’ interest in work, working life, and entrepreneurship as well as different occupations is strengthened. The pupils are familiarised with the basics of managing their personal finances and responsible consumption.   

 Objectives of the instruction of social studies in grades 3–6 Objectives of instruction Content areas

related to the objectives

Transversal competences

Significance, values, and attitudes

O1toguidethepupiltobecomeinterestedinthesurroundingsocietyandsocialstudiesasafieldofknowledge

C1‐C4

O2tosupportthepupilinpractisinghisorherethicalevaluationskillsrelatedtodifferenthuman,societal,andeconomicquestions

C1‐C4

Adopting knowledge and skills needed in the society and societal understanding

O3toguidethepupiltobecomeawareofhimselforherselfasanindividualandamemberofdifferentcommunities,tounderstandtheimportanceofhumanrightsandequality,andtoperceivethejudicialprinciplesofsociety

C1‐C3 T2,T3,T4,T7

O4toguidethepupiltoreflectontheroleandsignificanceofthemediainhisorhereverydaylifeandinthesociety

C1‐C4 T2,T4,T5

O5toguidethepupiltoperceivetheimportanceofworkingandentrepreneurshipinhisorherlocalcommunity

C1,C4 T3,T4,T6,T7

O6tosupportthepupilinunderstandingthatthesocietalinformationproducedbydifferentactorsisaffectedbydifferentvalues,perspectives,andmotives

C1‐C3 T1,T2,T4

Using and applying societal knowledge

O7toencouragethepupiltopractisethebasicskillsofdemocraticinvolvementandtodiscussdifferentviewsconstructively

C1‐C3 T2,T6,T7

O8tosupportthepupilinunderstandingthebasicsofmanaginghisorherpersonalfinancesandconsumerchoicesaswellasinpractisingtherelatedskills

C1,C4 T3,T4

O9toencouragethepupiltoparticipateintheactivitiesofdifferentcommunitiesandtopractiseusingthemediasafelyandwithsocialawareness

C1,C3 T3,T4,T5,T7

    

Key content areas related to the objectives of social studies in grades 4–6  The contents are selected to support the achievement of the objectives.  C1 Daily life and personal life management: The pupils are familiarised with the functioning of the society from the perspectives of the individual, the family, and other local communities. They consider how each person can personally influence the safety and comfort of the local community. They also explore working, occupations, using their own money, and managing personal finances as well as responsible consumption in daily situations.  C2 Democratic society: The pupils get acquainted with nearby communities and the rights and duties of their members as well as practise making decisions together. The values and basic principles of democratic action, including human rights, equity, and equality, are examined in teaching and learning. The pupils learn about different cultures and minority groups in Finland. C3 Active citizenship and involvement: The pupils explore and practise the skills in democratic involvement and acting in the society needed as responsible and active members of different communities, for instance, in the class and the school, in different pastimes and organisations, in the media and economic activity. They practice cooperation with actors in the local community. They practise working together with actors in the local community. C4 Economic activity: The pupils explore economic activity and its significance. They learn about earning and spending money as well as saving and sustainable consumption. Through practical situations, they also become familiar with the way the local economy operates, including local companies, workplaces, and service providers.    

Assessment of the pupil’s learning in social studies in grades 4–6  In social studies, assessment and feedback are used to guide and encourage the pupils to participate actively and constructively in their local communities and to apply in practice the society‐related knowledge and skills they have learned. Different ways of acting and producing are taken into account in a versatile manner in the assessment. Attention is paid to the pupils’ command of societal knowledge and skills.  When giving verbal assessments or awarding grades for social studies, the teacher assesses the pupil’s achievement level in terms of the objectives defined in the local curriculum. When assessing the level of achievement for the end of year report, the teacher shall use the school evaluation criteria for social studies. In terms of progress in the studies, it is essential that the pupil understands the way the surrounding society works, sees himself or herself as part of the civic society, and becomes aware of his or her responsibility and opportunities for involvement.      

Assessment criteria for social studies at the end of grade 6 for a verbal assessment describing good knowledge and skills/numerical grade eight  Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Significance, values, and attitudes

O1toguidethepupiltobecomeinterestedinthesurroundingsocietyandsocialstudiesasafieldofknowledge

C1‐C4

Thedevelopmentofthepupil’smotivationisnotusedasabasisforgradeformulation.Thepupilsareguidedinreflectingontheirexperiencesasapartofself‐assessment.

O2tosupportthepupilinpractisinghisorherethicalevaluationskillsrelatedtodifferenthuman,societal,andeconomicquestions

C1‐C4

Skillsinethicalevaluationarenotusedasabasisforgradeformulation.Thepupilsareguidedinreflectingontheirexperiencesasapartofself‐assessment.

Adopting knowledge and skills needed in the society and societal understanding

O3toguidethepupiltobecomeawareofhimselforherselfasanindividualandamemberofdifferentcommunities,tounderstandtheimportanceofhumanrightsandequality,andtoperceivethejudicialprinciplesofsociety

C1‐C3 Examinationofcommonrulesandtheprinciplesofequality

Thepupilisabletoexplainthesignificanceofcommonrulesandactinaccordancewiththem.Thepupilisabletoarguewhyhumanrightsareimportantandexplainwhatthejudicialsystemisneededfor.

O4toguidethepupiltoreflectontheroleandsignificanceofthemediainhisorhereverydaylifeandinthesociety

C1‐C4 Examiningtheroleofthemedia

Thepupilisabletodescribewhatthesignificanceofthemediaisinhisorherlifeandhowdifferentmediacanbeusedastoolsforinvolvement.

O5toguidethepupiltoperceivetheimportanceofworkingandentrepreneurshipinhisorherlocalcommunity

C1,C4 Examiningtheimportanceofworkingandentrepreneurship

Thepupilisabletogiveexamplesofthesignificanceofworkingandentrepreneurshipasasourceoflivelihoodforafamilyandasthebasisofafunctionalsociety.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O6tosupportthepupilinunderstandingthatthesocietalinformationproducedbydifferentactorsisaffectedbydifferentvalues,perspectives,andmotives

C1‐C3 Perceivingdifferentvalues,perspectives,andmotives

Usingexamples,thepupilisabletoexplainhowsocietalinformationproducedbydifferentactorsisaffectedbydifferentvalues,perspectivesandmotives.

Using and applying societal knowledge

O7toencouragethepupiltopractisethebasicskillsofdemocraticinvolvementandtodiscussdifferentviewsconstructively

C1‐C3 Applyinginpracticethebasicknowledgeandskillsrelatedtodemocraticinvolvementandactingtogether

Thepupilisabletoapplytheprinciplesandskillsofactinginademocraticcommunity,includinglistening,commenting,adaptingtomajoritydecisions,andinvolvementinhisorherlocalcommunity.

O8tosupportthepupilinunderstandingthebasicsofmanaginghisorherpersonalfinancesandconsumerchoicesaswellasinpractisingtherelatedskills

C1,C4 Applyingthebasicsofmanagingpersonalfinancesandmakingconsumerchoices

Thepupilisabletojustifydecisionsrelatedtohisorherpersonalfinancesandabletodescribetheimpactshisorherdecisionsasaconsumerhaveonotherpeopleandtheenvironment.

O9toencouragethepupiltoparticipateintheactivitiesofdifferentcommunitiesandtopractiseusingthemediasafelyandwithsocietalawareness

C1,C3 Mediaskills Thepupilisabletousethemediaasaninstrumentofsocietalthinkingandactionandreflectonsafetyaspectsrelatedtoitsuse.

     

Music In grades 3–6, the pupils learn to approach each other’s experiences openly and with respect as well as to create a feeling of togetherness. At the same time, they become accustomed to analyse musical experiences and phenomena as well as music cultures more consciously. The pupils’ understanding of musical concepts and modes of expression deepen and expand while their skills in singing, playing instruments, composing, moving, and listening develop. Their creative and aesthetic thinking associated with sound and music is promoted by creating situations where the pupils may plan and implement different musical or multidisciplinary art projects. In such projects, the pupils can use their imagination and inventiveness both independently and together with others. Musical activities are a natural part of integrative learning in the daily school life and in school festivities. The pupils’ self‐image as musicians is shaped through positive learning experiences.  Objectives of instruction in music in grades 3–6 Objectives of instruction Content areas

related to the objectives

Transversal competences

Participation

O1toencouragethepupiltoparticipateinplayingmusictogetherandbuildingtogetherness

C1‐C4 T2,T6,T7

Musical knowledge and skills and creative production

O2toguidethepupilintheuseofnaturalvoiceandsingingandtodevelophisorherskillsinusingbodypercussionandrhythm,melody,andchordinstrumentsasamemberofamusic‐makinggroup

C1‐C4 T2

O3toencouragethepupiltoexpressmusic,images,stories,andemotionsthroughmovementusinghisorherwholebody

C1‐C4 T1,T2

O4toofferthepupilopportunitiesforexperientiallisteningofthesoundenvironmentandmusicandtoguidethepupiltoanalyseanddescribewhatheorshehasheard

C1‐C4 T2

O5toencouragethepupiltoimproviseaswellastoplanandimplementsmall‐scalecompositionsormultidisciplinaryartprojectsusingdifferenttoolsandinformationandcommunicationtechnology

C1‐C4 T1,T2,T5,T6

Cultural understanding and multiliteracy

O6toguidethepupiltoexplorehisorhermusicalexperiencesandtheaesthetic,cultural,andhistoricaldiversityofmusic

C1‐C4 T2

Objectives of instruction Content areas related to the objectives

Transversal competences

O7toguidethepupilinunderstandingmusicalconceptsandtheprinciplesofmusicnotationinconnectionwithmakingmusic

C1‐C4 T4

Safety and well-being in music

O8toguidethepupiltorecognisetheimpactsofmusiconwell‐beingandtoensurethesafetyofthemusic‐makingandsoundenvironment

C1‐C4 T3

Learning-to-learn skills in music

O9toguidethepupiltodevelophisorhermusicalskillsbypractising,toparticipateinsettinggoalsforhisorherlearning,andtoassesshisorherprogressinrelationtothegoals.

C1‐C4 T1

 

Key content areas related to the objectives of music in grades 3–6  The pupils learn musical knowledge and skills through music making. The contents are selected to allow the pupil to familiarise himself or herself with a diverse range of musical cultures and genres. The contents support goal achievement and draw on both the possibilities of the local environment and the pupils’ experiences.  C1 Making music together: When making music, attention is paid to acting as a member of a music‐making group. The pupils practise the use of natural voice and singing, moving, and basic techniques with body percussion and rhythm, melody, and chord instruments while playing together. The development of diverse expression skills and imagination is essential in teaching and learning.  C2 Components of music: When making music, attention is paid not only to the basic concepts but also to the development of the ability to understand the musical concepts of rhythm, melody, harmony, form, tone, and dynamics. As the pupils’ knowledge and skills develop, the concepts are named, and established or self‐created symbols are used to describe musical phenomena. Attention is also paid to interpretation and means of musical expression in musical activities.  C3 Music in the pupil’s life, community, and society: In addition to musical knowledge and skills, the teaching and learning of music includes the pupils’ experiences and observations of music and making music in different environments both in and outside of school. The instruction creates connections to other subjects and the pupils’ communities, and the pupils reflect on the meanings of music in different life situations and in different times and eras. C4 Repertoire: When planning the repertoire, attention is paid to the pupils’ own cultures, the appreciation of their cultural heritage, and broadening their cultural understanding. A versatile selection of, for example, children’s music, music from different cultures, art and popular music as well as folk music is incorporated into the repertoire. The pupils’ creative productions and compositions created while making music together are also part of the repertoire. 

 

Assessment of the pupil’s learning in music in grades 3–6  In music, pupils need guiding and encouraging feedback, particularly in practising their cooperation and musical skills. The feedback guides each pupil to understand music and musical concepts and to develop as a member of a music‐making group who is able to contribute to a coherent musical composition. It is essential to assess particularly the development of the pupil’s skills in making music together as well as the development of conceptual thinking and learning‐to‐learn skills.  Assessment criteria for music at the end of grade 6 for a verbal assessment describing good knowledge and skills/numerical grade eight Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Participation

O1toencouragethepupiltoparticipateinplayingmusictogetherandbuildingtogetherness

C1‐C4 Musicalcooperationskills

Thepupiltakestheothergroupmembersintoconsiderationwhenmakingmusictogether.

Musical knowledge and skills and creative production

O2toguidethepupilintheuseofnaturalvoiceandsingingandtodevelophisorherskillsinusingbodypercussionandrhythm,melody,andchordinstrumentsasamemberofamusic‐makinggroup

C1‐C4 Singingandplayinginagroup

Thepupiltakespartinsingingandplayingtogetherandstrivestoincludehisorhermusicmakingasacoherentpartofthemusicalcomposition.

O3toencouragethepupiltoexpressmusic,images,stories,andemotionsthroughmovementusinghisorherwholebody

C1‐C4 Movingtomusic

Thepupilisabletomovetomusicandtoexpressmusicusinghisorherwholebody.

O4toofferthepupilopportunitiesforexperientiallisteningofthesoundenvironmentandmusicandtoguidethepupiltoanalyseanddescribewhatheorshehasheard

C1‐C4 Listeningtomusic

Thepupillistenstomusicwithconcentrationandexpresseshisorherviewsofit.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O5toencouragethepupiltoimproviseaswellastoplanandimplementsmall‐scalecompositionsormultidisciplinaryartprojectsusingdifferenttoolsandinformationandcommunicationtechnology

C1‐C4 Expressingcreativemusicalthinkingusingdifferentmeans

Thepupilcreateshisorherownsolutionsusingvoice,music,images,orothermeansofexpressionand,whennecessary,isabletoutilisemusictechnologywithguidance.

Cultural understanding and multiliteracy

O6toguidethepupiltoexplorehisorhermusicalexperiencesandtheaesthetic,cultural,andhistoricaldiversityofmusic

C1‐C4 Perceivingthemeaningsofmusic

Thepupilisabletoexpresshisorherownperceptionandexperiencesofdifferentmusicalactivities

O7toguidethepupilinunderstandingmusicalconceptsandtheprinciplesofmusicnotationinconnectionwithmakingmusic

C1‐C4 Understandingmusicalnotation

Thepupilmastersthestudiedmusicalnotationsandisabletousethemwhenmakingmusictogether.

Safety and well-being in music

O8toguidethepupiltorecognisetheimpactsofmusiconwell‐beingandtoensurethesafetyofthemusic‐makingandsoundenvironment

C1‐C4 Safeuseofmusicequipment

Thepupilusesmusicequipmentwhiletakingintoaccount,forexample,thesoundandmusicvolumeaswellasotherfactorsrelatedtosafety.

Learning-to-learn skills in music

O9toguidethepupiltodevelophisorhermusicalskillsbypractising,toparticipateinsettinggoalsforhisorherlearning,andtoassesshisorherprogressinrelationtothegoals.

C1‐C4 Learning‐to‐learnandworkingskills

Thepupilsetsagoalfordevelopinghisorhermusicalskillsandknowledgeandactstoachievethisgoalwhenplayingmusictogetherwithothers.

       

Arts In grades 3–6, the pupils are guided to broaden their personal relationship with visual arts and other forms of visual culture. They are encouraged to experiment and practise with different means of visual production and to develop their visual skills in a goal‐oriented manner. In teaching and learning, the impacts of visual arts and other forms of visual culture on opinions, attitudes, and practices in the pupils’ surroundings and the society are examined. The pupils are guided to reflect on the goals and roles of artists and other actors of visual culture in different times and cultural contexts. The pupils’ preconditions and practices of working together are supported in teaching and learning. The pupils deepen their skills in producing and interpreting images with the help of information and communication technology and online environments responsibly.  Objectives of instruction in arts in grades 3–6 Objectives of instruction Content areas

related to the objectives

Transversal competences

Visual perception and thinking

O1toencouragethepupiltoobservearts,theenvironment,andotherformsofvisualculturebyusingmultiplesensesanddifferentmeansofvisualarts

C1,C2,C3 T1,T3,T4,T5

O2toencouragethepupiltodiscusshisorherobservationsandthoughtsandtopractisejustifyinghisorherviews

C1,C2,C3 T2,T4,T5,T6

O3toencouragethepupiltoexpresshisorherobservationsandthoughtsvisuallyandusingothermodesofproducingknowledge

C1,C2,C3 T2,T3,T4,T5

Visual production

O4toguidethepupiltoapplydifferentmaterials,techniques,andmeansofexpressiondiverselyandtopractisehisorherskillsinproducingimages

C1,C2,C3 T2,T3,T5,T6

O5toguidethepupiltodevelophisorhervisualskillsinagoal‐orientedmannerindependentlyandtogetherwithothers

C1,C2,C3 T1,T2,T3,T5

O6toguidethepupiltofamiliarisehimselforherselfwithdifferentmodesofvisualcommunicationandtousevisualmeansofinfluenceinhisorherownimages

C1,C2,C3 T1,T2,T4,T7

Interpreting visual culture

O7toguidethepupiltoexamineimagesfromdifferentperspectivesandindifferentcontextsandtoreflectontherelationshipbetweenrealityandfiction

C1,C2,C3 T1,T2,T4,T5

Objectives of instruction Content areas related to the objectives

Transversal competences

O8toguidethepupiltoexaminevisualartsandotherformsofvisualculturefromtheperspectiveoftheartwork,theartist,andthereceiverandtoreflectontheimpactsofhistoricalandculturalaspectsonimages

C1,C2,C3 T1,T4,T5,T6

O9toinspirethepupiltoexperimentwithmeansofvisualproductionfromdifferenttimesandculturesinhisorherimages

C1,C2,C3 T1,T2,T5,T6

Aesthetic, ecological, and ethical values

O10toguidethepupiltodiscussthevaluesexpressedinvisualarts,theenvironment,andotherformsofvisualculture

C1,C2,C3 T3,T4,T6,T7

O11toencouragethepupiltotakeculturaldiversityandsustainabledevelopmentintoaccountwhenselectingcontentsandworkingpracticesforvisualproduction

C1,C2,C3 T1,T2,T4,T7

 

Key content areas related to the objectives of visual arts in grades 3–6  The objectives of visual arts are approached by examining the pupils’ own visual cultures, the surrounding visual cultures, and the worlds of visual arts. The content areas complement one another, and the connections between them are also examined in teaching and learning. The selection of contents is based on the work, products, and phenomena of visual arts and other forms of visual culture that are meaningful for the pupils. The contents build connections between visual cultures that the pupils are familiar with and those that are new to them. The pupils are encouraged to participate in selecting the contents of instruction, the used imagery, working methods, and tools. The possibilities of the local environment are utilised in the selection of contents. C1 Pupils’ own visual cultures: Contents are selected from images created by the pupils and the visual cultures in which the pupils participate independently. The pupils’ visual cultures are examined in relation to other visual cultures, and they are used as the basis of visual work. The significance of the pupils’ own visual cultures for their participation in different communities, environments, and contexts is discussed in teaching and learning. C2 Visual cultures in the environment: The contents are selected from different environments, objects, media cultures, and virtual worlds. Contents are selected diversely from built and natural environments and the media. Contents are also selected from images and visual culture phenomena produced by different communities and groups that reshape the institutionalised visual cultures. Surrounding visual cultures are used as the basis for visual work. The pupils’ expanding sphere of life and the significance of media in the society are discussed in teaching and learning. 

C3 The worlds of visual arts: The contents of the instruction are selected from visual arts produced during different times and in different environments and cultures. The pupils are familiarised with practices characteristic of art, different art forms and different views on of art. Works of art are used as the basis for visual work. The impacts of cultural identity to creating and receiving art are addressed in teaching and learning.  

Assessment of the pupil’s learning in visual arts in grades 3–6  The assessment of learning in visual arts and the feedback based on it are encouraging and instructive and take the pupils’ individual progress into account. The assessment supports the development of skills in producing and interpreting images, knowledge of visual arts and other forms of visual culture, persistent working practices, and self‐assessment skills. The pupils are guided to express their ideas and to appreciate the views of others. The assessment covers all areas of learning in visual arts determined in the objectives of instruction. In terms of progress in studies, it is essential to assess the pupil’s progress in developing the skills related to producing, receiving, and interpreting images.  Assessment criteria for visual arts at the end of grade 6 for a verbal assessment describing good knowledge and skills/ numerical grade eight  Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Visual perception and thinking

O1toencouragethepupiltoobservearts,theenvironment,andotherformsofvisualculturebyusingmultiplesensesanddifferentmeansofvisualarts

C1,C2,C3

Observingvisualarts,theenvironment,andotherformsofvisualculture

Thepupilisabletoobservehisorherenvironmentandimagesinitdiverselyusingmeansofvisualarts

O2toencouragethepupiltodiscusshisorherobservationsandthoughtsandtopractisejustifyinghisorherviews

C1,C2,C3

Expressingobservationsandthoughtsverbally

Thepupilisabletodescribehisorherobservationsrelatedtovisualarts,theenvironment,andotherformsofvisualcultureandtojustifyhisorherideasverbally

O3toencouragethepupiltoexpresshisorherobservationsandthoughtsvisuallyandusingothermodesofproducingknowledge

C1,C2,C3

Expressingobservationsandthoughtsvisually

Thepupilisabletoexpresshisorherobservationsandthoughtsvisually,usingnotonlyimagesbutalsoothermodesofproducingknowledge

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Visual production

O4toguidethepupiltoapplydifferentmaterials,techniques,andmeansofexpressiondiverselyandtopractisehisorherskillsinproducingimages

C1,C2,C3

Usingvisualmeansofexpression

Thepupilisabletoapplydifferentmaterials,techniques,andmeansofexpressioninvisualproduction

O5toguidethepupiltodevelophisorhervisualskillsinagoal‐orientedmannerindependentlyandtogetherwithothers

C1,C2,C3

Developingvisualskills

Thepupilisabletosetgoalsandstrivestodevelophisorhervisualskillsindependentlyandasagroupmember

O6toguidethepupiltofamiliarisehimselforherselfwithdifferentmodesofvisualcommunicationandtousevisualmeansofinfluenceinhisorherownimages

C1,C2,C3

Involvementandparticipationthroughimages

Thepupilisabletousedifferentvisualmeansofinfluencetoexpresshisorheropinions

Interpreting visual culture

O7toguidethepupiltoexamineimagesfromdifferentperspectivesandindifferentcontextsandtoreflectontherelationshipbetweenrealityandfiction

C1,C2,C3

Analysingimages Thepupilisabletoanalysetheimpactsofcontent,form,andcontextondifferentinterpretationsofimages

O8toguidethepupiltoexaminevisualartsandotherformsofvisualculturefromtheperspectiveoftheartwork,theartist,andthereceiverandtoreflectontheimpactsofhistoricalandculturalaspectsonimages

C1,C2,C3

Usingmethodsofimageinterpretation

Thepupilisabletointerpretimagesfromtheperspectivesoftheartwork,theartist,andthereceiveranddrawonhisorherinterpretationsindiscussions

O9toinspirethepupiltoexperimentwithmeansofvisualproductionfromdifferenttimesandculturesinhisorherimages

C1,C2,C3

Usingmethodsofvisualproduction

Thepupilisabletoutilisedifferentmethodsofvisualproductionwhenexaminingvisualartsandotherformsofvisualcultureandwhenproducinghisorherownimages

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Aesthetic, ecological, and ethical values

O10toguidethepupiltodiscussthevaluesexpressedinvisualarts,theenvironment,andotherformsofvisualculture

C1,C2,C3

Discussingvalues Thepupilisabletoexpresshisorherviewsonthevaluesmanifestedinart,theenvironmentandothervisualculture.

O11toencouragethepupiltotakeculturaldiversityandsustainabledevelopmentintoaccountwhenselectingcontentsandworkingpracticesforvisualproduction

C1,C2,C3

Selectingcontentsandworkingpracticesforvisualproduction

Thepupiltakesintoaccounttheperspectivesofculturaldiversityandsustainabledevelopmentinhisorhervisualproduction

   

Crafts In grades 3–6, the task of crafts is to support and strengthen the pupils’ ability to manage a complete crafts process. The instruction promotes the learning and application of concepts, vocabulary, and symbols related to crafts. The pupils work with different materials in order to learn about their properties, which also helps them to find functional solutions to the crafts process. The pupils are guided in choosing between different techniques, tools, machines, and equipment and in using them in their work. The educational task of crafts is to challenge the pupils to critically examine people’s consumer habits and the methods of production from the viewpoints of justice, ethics, and sustainable development.   Objectives of instruction in crafts in grades 3–6 Objectives of instruction Content areas

related to the objectives

Transversal competences

O1tostrengthenthepupil’sinterestincraftsandtoinspirehimorhertoinventandexperimentwithcraftswhiledrawingonthelocaltraditionsandpossibilities

C1‐C6 T1,T2

O2toguidethepupiltoperceiveandmanageacompletecraftsprocessaswellasitsdocumentation

C1‐C6 T1,T5

O3toguidethepupiltodesignandproduceacraftsproductorpieceindependentlyortogetherwithotherswithconfidenceinhisorheraestheticandtechnicaldecisions

C1‐C4 T2,T4,T5

Objectives of instruction Content areas related to the objectives

Transversal competences

O4toguidethepupiltorecogniseconceptsaswellastoknowmanydifferentmaterialsandtoworkwiththeminasuitableway

C3,C5 T4,T6

O5toencouragethepupiltoengageinpersistentandresponsiblework,toensureworksafety,andtoselectandusetoolsandequipmentthataresuitableforthework

C1‐C5 T3,T6

O6toguidethepupiltouseinformationandcommunicationtechnologyfordesigningandproducingcraftsandfordocumentingthecraftsprocess

C1,C2,C6 T5

O7toguidethepupiltoassess,appreciateandexamineinteractivelyhisorherowncraftsprocessandtheprocessesofothersasawhole

C6 T1,T4,T7

O8toguidethepupiltocriticallyassessdifferentconsumerhabitsandmethodsofproduction

C1‐C3,C5 T1,T3,T7

 

Key content areas related to the objectives of crafts in grades 3–6  The suitable contents of the content areas are used in forming units that include versatile and topical learning assignments for each grade. The pupils learn to know, understand, and apply different materials and techniques creatively while making use of what they have learned in other subjects and learning environments.  C1 Producing ideas: The pupils learn about different approaches to design and draw on their own multisensory experiences. They also observe and analyse objects as well as built and natural environments to produce new ideas. The pupils use and combine different colours, patterns, textures, styles, and shapes. They study and apply the strength and flexibility properties of materials. They examine the structures and the use of energy in materials. C2 Design: The pupils make a work plan for producing their own product or piece and develop the plan if necessary. They experiment with different materials and techniques in order to develop their ideas into a product or a piece. They practise documenting the plan verbally and/or visually as well as numerically, for example using measurements, quantities, and scales.  C3 Experimentation: The pupils study the properties of materials and the operating principles of the most common machines and tools needed in crafts. They apply this knowledge in their own work. They experiment with a diverse range of materials, including different types of wood, metals, plastics, fibres, wools, fabrics, and recycled materials. They practise with functions produced with the help of programming, such as robotics and automation. On the basis of the experimentation, they develop the product or piece further. 

C4 Production: The pupils produce different products and pieces both independently and together with others and use a diverse range of techniques, tools, machines, and equipment. They work according to the plans they have drawn up themselves. C5 Application: While working, the pupils learn to use the basic concepts of the field of knowledge and get acquainted with safe materials and working practices. They are familiarised with the characteristics of a high‐quality product and a safe working culture.  C6 Documentation and assessment: Information and communication technology is used as part of producing ideas, designs, and documentation. The pupils conduct self and peer assessment during the process. They learn to give individual and group feedback.  

Assessment of the pupil’s learning in crafts in grades 3–6  Assessment of learning and the feedback based on it are guiding and encouraging and cover the entire crafts process. The documentation of the different stages of the process serves as a tool for assessment. When giving feedback, the pupil’s development is emphasised in a positive manner, and the pupil is encouraged to broaden and advance his or her knowledge and skills. In addition to assessing the learning and adoption of key learning contents, the development of the pupil’s diverse craft skills and knowledge is also assessed. In assessment discussions and other feedback, the target of development is clearly indicated, and the pupil is guided to develop his or her performance. The pupils participate in the assessment, and they learn different ways of conducting self and peer assessment. The work and products of the group can be presented and assessed together so that the pupils learn to speak in front of the class and to present their information clearly and in a structured manned as well as to appreciate other people’s work and give constructive feedback.  When giving verbal assessments or awarding grades for crafts, the teacher assesses the pupil’s achievement level in terms of the objectives defined in the local curriculum. When assessing the achievement level for the end of school year report, the teacher relies on the school assessment criteria for crafts. In terms of progress in studies, it is essential to assess the complete crafts process, the techniques of working with multiple materials, the fluency of working, and the quality of the products as well as the application of what the pupil has learned in other subjects.      

Assessment criteria for crafts at the end of grade 6 for a verbal assessment describing good knowledge and skills/numerical grade eight Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O1tostrengthenthepupil’sinterestincraftsandtoinspirehimorhertoinventandexperimentwithcraftswhiledrawingonthelocaltraditionsandpossibilities

C1‐C6

Doesnotaffectgradeformulation.Thepupilisguidedinreflectingonhisorherexperiencesasapartofself‐assessment.

O2toguidethepupiltoperceiveandmanageacompletecraftsprocessaswellasitsdocumentation

C1‐C6 Designing,producing,andassessingthepupil’sownworkanddocumentationoftheprocess

Thepupilisabletomanageacompletecraftsprocessanddocumentitsdifferentstages.

O3toguidethepupiltodesignandproduceacraftsproductorpieceindependentlyortogetherwithotherswithconfidenceinhisorheraestheticandtechnicaldecisions

C1‐C4 Producingaproduct Thepupilisabletoproduceaproductorapieceaccordingtohisorherownoragroup’sdesign,inwhichaestheticandfunctionalqualitieshavebeentakenintoaccount.

O4toguidethepupiltorecogniseconceptsaswellastoknowmanydifferentmaterialsandtoworkwiththeminasuitableway

C3,C5 Selectingandcombiningcraftsmaterialsandtechniquesandworkingwiththem

Thepupilselects,combines,andusessuitablematerialsandtechniques.Thepupilknowsandisabletousecraftsconcepts.

O5toencouragethepupilinpersistentandresponsiblework,toensureworksafety,andtoselectandusetoolsandequipmentthataresuitableforthework

C1‐C5 Workingskills Thepupiltakesresponsibilityforhisorherworkandworksinagoal‐orientedmanner.Thepupilisabletodescribetheoperatingprinciplesofsimpledevicesofdailylife.Thepupilisabletousesuitabletools,machines,andequipmentcorrectly,safelyandappropriately.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O6toguidethepupiltouseinformationandcommunicationtechnologyfordesigningandproducingcraftsandfordocumentingthecraftsprocess

C1,C2,C6

Usinginformationandcommunicationtechnologyinone’swork

Withguidance,thepupilisabletouseinformationandcommunicationtechnologyindesigningandproducingacraftsproductandindocumentingthecraftsprocess.

O7toguidethepupiltoassess,appreciateandexamineinteractivelyhisorherowncraftsprocessandtheprocessesofothersasawhole

C6 Selfandpeerassessmentandfeedback

Thepupilparticipatesconstructivelyinassessinghisorherownandotherpeople’sworkandingivingpeerfeedback.

O8toguidethepupiltocriticallyassessdifferentconsumerhabitsandmethodsofproduction

C1‐C3,C5

Reflectingonconsumerhabitsandmethodsofproduction

Thepupilisabletoexplainhowdifferentconsumerhabitsandmethodsofproductionaffectthelifecyclesofproducts.

  

Physical education In grades 3–6, the main emphasis of physical education is on establishing and diversifying fundamental movement skills and enhancing social skills. Versatile and interactive instruction supports the learning of skills, the pupils’ well‐being and growth into independence and participation as well as guides the pupils in adopting a physically active lifestyle. The pupils participate in the planning, development, and responsible execution of the activities according to their developmental stage. Objectives of the instruction of physical education in grades 3–6 Objectives of instruction Content areas

related to the objectives

Transversal competences

Physical functional capacity

O1toencouragethepupilinbeingphysicallyactive,tryingdifferentformsofexercise,andpractisingwhilegivinghisorherbesteffort

C1 T1,T3

O2toguidethepupiltopractiseperceptualmotorskills,inotherwordsobservinghimselforherselfandthesurroundingsusingdifferentsensesandmakingdecisionsappropriatefortheexercisesituations

C1 T1,T3,T4

Objectives of instruction Content areas related to the objectives

Transversal competences

O3toguidethepupilinbothstrengtheninghisorherbalanceandlocomotorskillsandapplyingthemdiverselyindifferentlearningenvironmentsandseasonsandinavarietyofsituations

C1 T3

O4toguidethepupiltobothimproveandapplyhisorhermanipulativeskillsdiverselyindifferentlearningenvironmentsbyusingavarietyofequipmentindifferentseasonsandsituations

C1 T3

O5toencourageandguidethepupiltoassess,maintain,anddevelophisorherphysicalfitness:speed,flexibility,endurance,andstrength

C1 T3

O6toteachswimmingskillsallowingthepupiltobeactiveinwaterandtolearnwaterrescueskills

C1 T3

O7toguidethepupiltowardssafeandappropriateactioninphysicaleducationlessons

C1 T3,T6,T7

Social functional capacity

O8toguidethepupiltoworktogetherwitheveryoneandtoregulatehisorheractionsandemotionalexpressioninexercisesituations,takingothersintoaccount

C2 T2,T3,T6,T7

O9toguidethepupiltofollowtheprincipleoffairplayandtotakeresponsibilityforsharedlearningsituations

C2 T2,T6,T7

Psychological functional capacity

O10toencouragethepupiltotakeresponsibilityforhisorheractionsandtosupportthepupil’sskillsinworkingindependently.

C3 T1,T2,T3

O11toensurethatthepupilshaveenoughpositiveexperiencesoftheirownbody,self‐efficacy,andtogetherness.

C3 T1,T2

  

Key content areas related to the objectives of physical education in grades 3–6 C1 Physical functional capacity: Physical education includes plenty of physical activity. Safe assignments suitable for the pupils’ developmental stage are selected for teaching and learning so that the pupils practise their skills in making observations and finding solutions in exercise situations and develop their balance, locomotor, and manipulative skills in different learning environments through versatile forms of exercise and through different sports. Swimming instruction is included in physical education. Physical education includes assignments, which help the pupils assess their own physical functional capacity.  

C2 Social functional capacity: Physical education includes pair and group assignments that support togetherness as well as play, exercises, and games where the pupils learn to take other people into consideration and to help others. There are also assignments where the pupils learn to take responsibility for their own actions and for common issues and rules for teaching and learning.  C3 Psychological functional capacity: Assignments where the pupils learn to make persistent efforts independently and together with others to reach a goal are used in teaching and learning. Shared assignments are used to practise taking responsibility. Physical activity assignments that bring the pupils joy and opportunities for recreation translate as positive emotions that reinforce experiences of self‐efficacy and a positive self‐image.   

Assessment of the pupil’s learning in physical education in grades 3–6  Versatile, encouraging, and instructive feedback and assessment are used to support the pupils in adopting a physically active lifestyle and growing through physical activity. They support the pupil’s positive self‐image as a physically active person. The assessment is based on diverse evidence of the pupil’s learning and work.  The pupils’ personal strengths and development needs are taken into account and supported in the feedback and assessment. The pupil’s state of health and special needs shall be taken into account in the instruction and assessment of physical education. The assessment of physical education is based on the objectives of physical, social, and psychological functional capacity. The objects of assessment are learning (objectives 2‐6) and work (objectives 1 and 7‐10), and thus the pupil’s level in aspects of physical fitness is not used as the basis for assessment. The pupils are guided to self‐assessment.  Assessment criteria for physical education at the end of grade 6 for a verbal assessment describing good knowledge and skills/numerical grade eight  Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Physical functional capacity

O1toencouragethepupilinbeingphysicallyactive,tryingdifferentformsofexercise,andpractisingwhilegivinghisorherbesteffort

C1 Workingandmakinganeffort

Thepupilusuallytriesandpractisesdifferenttypesofexerciseassignmentswhenparticipatinginphysicaleducationlessons

O2toguidepupilstopractisetheirperceptualmotorskills,i.e.observinghimselforherselfandthesurroundingsusingdifferentsensesandmakingdecisionsappropriateforthesituations

C1 Findingsolutionsindifferentsituationsofphysicalactivity

Invarioussituationsofphysicalactivity,includingplayandgames,thepupilmostlyfindsappropriatesolutions.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

O3toguidethepupilinbothstrengtheninghisorherbalanceandlocomotorskillsandapplyingthemdiverselyindifferentlearningenvironmentsandseasonsandinavarietyofsituations

C1 Useoffundamentalmovementskills(balanceandlocomotorskills)indifferentformsofphysicalactivity

Thepupilisabletobalanceandmoveindifferentlearningenvironments.

O4toguidethepupiltobothimproveandapplyhisorhermanipulativeskillsdiverselyindifferentlearningenvironmentsbyusingavarietyofequipmentindifferentseasonsandsituations

C1 Usingfundamentalmovementskills(manipulativeskills)indifferentformsofphysicalactivity

Thepupilisabletohandledifferentsportsequipmentindifferentlearningenvironments.

O5toencourageandguidethepupiltoassess,maintain,anddevelophisorherphysicalfitness:speed,flexibility,endurance,andstrength.

C1 Improvingphysicalfitnessbyexercise

Thepupilknowshowtoassesshisorherphysicalfitnessandtoimprovehisorherspeed,flexibility,endurance,andstrengthbyexercise.

O6toteachswimmingskillsallowingthepupiltobeactiveinwaterandtolearnwaterrescueskills

C1 Swimmingandrescueskills

Thepupilhasbasicswimmingskills(Thepupilisabletoswim50metresusingtwodifferentstrokesand5metresunder

O7toguidethepupiltowardssafeandappropriateactioninphysicaleducationlessons

C1 Actinginphysicaleducationlessons

Thepupilisabletotakeintoaccountpotentialthreatandrisksituationsinphysicaleducationlessonsandstrivestoactsafelyandappropriately.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the verbal assessment good/numerical grade 8

Social functional capacity

O8toguidethepupiltoworktogetherwitheveryoneandtoregulatehisorheractionsandemotionalexpressioninexercisesituations,takingothersintoaccount

C2 Interactionandworkingskills

Thepupilknowshowtoactindifferentsituationsofphysicalactivityaccordingtoagreedrules.

O9toguidethepupiltofollowtheprincipleoffairplayandtotakeresponsibilityforsharedlearningsituations

C2 Actinginsharedlearningsituations

Thepupilfollowstheprinciplesoffairplayandshowsthatheorsheisstrivingforresponsibleactioninsharedlearningsituations.

Psychological functional capacity

O10toencouragethepupiltotakeresponsibilityforhisorheractionsandtosupportthepupil’sskillsinworkingindependently.

C3 Workingskills Thepupilisusuallyabletoworkresponsiblyandindependently.

O11toensurethatthepupilshaveenoughpositiveexperiencesoftheirownbody,self‐efficacy,andtogetherness.

C3

Doesnotaffectgradeformulation.Thepupilisguidedinreflectingonhisorherexperiencesasapartofself‐assessment.

   

Guidance counselling  In grades 3–6, guidance counselling is mainly implemented in connection with the instruction of different subjects and other school activities. Lessons may also be reserved for guidance counselling as decided in the local curriculum. Responsibility for guidance counselling is carried by the class teacher together with other teachers. In addition to the pupils’ own school community and its surroundings, local companies and other partners may also serve as learning environments.  Guidance counselling supports the pupils in identifying and developing their study strategies, enhances their ability to set goals for themselves and to assess their achievement as well as promotes the development of the learning‐to‐learn skills. Guidance counselling helps the pupils adopt different skills and techniques of learning, working, and acquiring and managing information needed in studying, recognise the characteristics of subjects and to select suitable study 

techniques for each subject. Guidance counselling supports the development of social and group work skills. By the support of guidance counselling, the pupils develop skills needed in life and strengthen their positive self‐image as learners. The pupils are guided to recognise and appreciate their own and other people’s strengths, abilities, and skills. They are supported in taking responsibility for their lives, studies, choices, and actions as active members in their group and local community. The pupils are offered opportunities for participation and involvement in their own school community and its surroundings, helping them shape their understanding of their opportunities for civic involvement. Guidance counselling introduces the pupils to professions, jobs, and businesses and industries in their local area. Through potential visits to different workplaces, the pupils are introduced to working life, entrepreneurship, and different professions. They also promote the development of the pupils’ vocational interests.  Guidance counselling supports the pupils and guardians in obtaining information and making choices related to studies. Opportunities are provided for personal guidance discussions to support the pupils’ studies and choices as well as to help them in questions related to learning and school attendance.  

   

Grades 7 – 9: Transversal Competences in Grades 7 ‐ 9  As the students grow, they have a better capacity to develop their transversal competences. At its best, the school can provide a meaningful community for a young person going through puberty and help structure both his or her personal development and the surrounding world. It is particularly important to provide the students with opportunities of experiencing competence and success, which strengthens their self‐esteem. It is also important to guide the students to recognise their uniqueness and personal strengths as well as assess their improvement needs realistically. Laying the foundation for a sustainable way of living and well‐being continues during these years, and the social, societal, economic as well as cultural and ecological prerequisites for sustainable development are discussed with the students.  During grades 7–9, the students begin to build their adult identities, increase their knowledge and skills, discover their direction, and prepare for life after basic education. The teaching and learning advances, enriches, and expands on what was learned in the lower grades. The students are offered more optional subjects. Multidisciplinary learning modules and optional subjects provide the students with opportunities for deepening their interests and combining what they have learned in their leisure time with school work. The modules and optional subjects create opportunities for practising independence and taking responsibility, for example in artistic productions, research projects, or social projects.   

Thinking and learning to learn (T1) In school work, the students’ active role in the learning process is strengthened and learning is supported by providing the students with opportunities for positive experiences and emotions. The students are encouraged to take responsibility for study goals, planning school work, and evaluating their own working process and its progress. They are guided to recognise their own learning and studying strategies and to consciously develop them. The students need guidance in staying attentive and focused, and instruction in using technology and other aids in their studies. The students are encouraged to have confidence in themselves and their views, to justify their ideas, and to apply skills learned outside of school in their studies. The different ways of constructing knowledge are explored together, and the students are encouraged to express their own experiential knowledge and to consider its significance to their way of thinking. In addition, thinking skills are developed by providing the students with diverse opportunities of both independent and collaborative problem solving, argumentation, reasoning, deduction, and understanding of interactions and connections between different issues, thus systemic thinking. The development of ethical thinking is supported by reflecting on right and wrong, good life and virtues, and the principles of ethical way of living. 

An experimental, inquiry‐based, and functional working approach across subjects in examining phenomena that interest the students is important not only for thinking skills but also for learning motivation and study choices after basic education.   

Cultural competence, interaction and self‐expression (T2) School work supports the formation of the students’ cultural identity and a culturally sustainable way of living based on respecting human rights. The students are guided to see cultural diversity as a positive resource. They are also guided to recognise the influence of cultures, religions, and worldviews in society and daily life and to consider what is unacceptable as a violation of human rights. Respecting and trusting other social groups and peoples is promoted systematically in school work.  The students are guided in learning how to read cultural messages around them and in knowing and valuing their surroundings and the cultural heritage as well as recognising values related to it. The students analyse the media environment and learn to evaluate the impacts of media. They learn about cultural heritage and participate in maintaining and renewing it. The students are guided to put themselves in the position of others and educated to encounter other people respectfully and to have good manners.  The students are encouraged to express themselves diversely. They are also guided to appreciate and to be in control of their own body and to use it to express emotions, views, thoughts and ideas.   

Taking care of oneself and managing daily life (T3) The students’ independence is supported in cooperation with their guardians. The students are guided and encouraged to take responsibility for themselves, others and a smooth running of daily life. The students are given more opportunities for participating in the planning and implementation of school work and the learning environment. The students are guided to recognise factors that promote or harm the well‐being of themselves or others and to gain competence in promoting health, safety, and well‐being. Particular attention is paid to the importance of sleep and rest, a balanced daily rhythm, exercise and versatile nutrition, and the significance of an intoxicant‐free lifestyle and good manners in life. Encountering and managing conflicting emotions and thoughts is discussed together. The students learn about protecting their privacy and personal boundaries.  In the teaching and learning of different subjects and in other school work, the students learn to understand the development, diversity, and significance of technology in their own lives, their school community, and the society. The students are instructed to understand also the operating principles and cost formation of technology, and to practise using technology responsibly and developing and modelling technological ideas. Ethical questions and future opportunities related to technology are also discussed with the students. The students are guided to observe their 

consumer habits from the viewpoint of a sustainable future, to observe advertising communication analytically, and to be critical and responsible consumers.   

Multiliteracy (T4) The students are guided to deepen their multiliteracy by expanding the range of texts in the teaching and learning of all subjects. The emphasis is on practising the students’ analytical, critical, and cultural literacy. The students practise using all of their sensory faculties and utilising different ways of knowing diversely in their learning. Producing, interpreting, and communicating information are practised in ways characteristic of different subjects and in cooperation between subjects. School work offers plenty of opportunities for practising these skills in a cooperative setting. The emphasis in multiliteracy development increasingly shifts to context and situation‐specific texts. The students’ multiliteracy is advanced by introducing them to narrative, descriptive, instructive, argumentative and reflective text genres. Cultural, ethical, and environmental literacy are supported in teaching and learning. Texts related to working life are also analysed and interpreted. Media literacy is developed by being involved in and working with various media. The students are encouraged to express their views using different means of communication and involvement.  

ICT competence (T5) The use of information and communication technology (ICT) is an integral part of the learning of the students’ and the school community’s learning. In their learning, the students advance their knowledge and skills and utilise skills learned outside of school. They learn to understand how ICT can be utilised in studying different subjects, in their later studies and working life, and in societal activities and involvement. While working on different learning tasks, the significance of ICT in society and its effects on sustainable development are reflected on.  

Working life competence and entrepreneurship (T6) The teaching and learning promotes the students’ interest in and positive attitudes towards work and working life as well as strengthens the knowledge base related to it. The students are familiarised with the special features of business and industries and their key sectors in the local area. The students practise appropriate conduct and team work required in working life and understand the importance of language and interaction skills. School work includes opportunities for learning to know different occupations, professional fields, and business activities.  School work includes practice in project work and networking in the students’ own community, the surrounding area. Students are guided in exploring opportunities related to studies and work as well as different career choices. They are encouraged to recognise and develop their own aptitudes, strengths, and interests and to make reasoned choices regarding studies and work from 

their own starting points while being conscious of the impact of traditional gender roles and other role models.   

Participation, involvement and building a sustainable future (T7) Teaching and learning aims at increasing the students’ interest in common and societal issues and includes practice in acting as members of a democratic society. Diverse involvement in the student’s own study groups, the student council, and the school community and experiences of being heard and appreciated help the students see possibilities for involvement and teach them involvement in practice. The experiences support the students’ self‐esteem and their ability to take initiative and encourage them to take more responsibility.  The students are guided to understand the significance of their choices and actions for themselves and for their local community, society, and nature. Together, the students consider connections between the past, the present, and the future and various alternative futures. The students learn to evaluate both their own and their community’s and society’s practices and structures and find ways of promoting sustainable well‐being.    

Subjects in grades 7–9 English language and literature In grades 7–9, the special task of the instruction of English language and literature is to promote the students’ linguistic and cultural skills in diverse communication environments. The students are guided to act in different interactive situations and multimedia environments so that they perceive themselves as communicators and can, for their part, work to promote a positive communication atmosphere. The task of the instruction is to encourage the students to grow into independent and participating citizens who know how to justify their viewpoints and influence their own lives and the surrounding society by utilising different communication devices. The selection of texts includes more society, work, and study‐related texts. The students are guided to master the norms of spoken and written language and to use language appropriate for the situation. The students develop their literary analysis and interpretation skills. The students are encouraged to read literature, to expand their reading pursuits, and to gather reading experiences.   

Assessment of the student’s learning in English language and literature in grades 7–9  In grades 7–9, assessment of the student’s learning is versatile, instructive, and encouraging. Encouraging and constructive feedback supports the students in developing their motivation and linguistic abilities and helps them find their strengths. The students are regularly provided information on the progress of their learning and performance in proportion to the objectives. 

Assessment is an integral part of the learning process. Valid feedback that supports learning is used to help the students become aware of their own knowledge, skills, and working processes and to provide the students with tools for developing them. In grades 7–9, all four objective areas are equally important in assessing the students’ learning. The assessment of these areas is based on versatile verbal and written tasks and observations by the teacher in different language use and text analysis situations. The students shall be given an opportunity to demonstrate their knowledge and skills in versatile ways. Peer assessment is practised in addition to self‐assessment.  The final assessment of the subject is conducted in the school year when the student finishes studying it as a core subject. The final assessment defines how well the student has achieved the objectives of the syllabus in the subject at the conclusion of his or her studies. Knowledge and skills in the subject develop cumulatively. The student is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.   Objectives of instruction in the syllabus in English language and literature in grades 7–9 Objectives of instruction Content areas

related to the objectives

Transversal competences

Acting in interactive situations

O1toguidethestudentindevelopinghisorhercompetenceinagoal‐oriented,motivated,ethical,andconstructivewayofactingindifferentcommunicationenvironments

C1 T2,T3,T6,T7

O2toencouragethestudenttodiversifyhisorhergroupcommunicationskillsanddevelopskillsinjustifyinghisorherviewsandlinguisticandcommunicationchoices

C1 T1,T2,T3,T7

O3toinstructthestudenttodiversifyhisorherself‐expressionskillsindifferentcommunicationandpresentationsituations,alsousingthemodesofdrama.

C1 T1,T2,T3,T7

O4toencouragethestudenttoadvancehisorherself‐imageasacommunicatorinordertolearntoobservehisorherowncommunicationandrecognisestrengthsanddevelopmentareasindifferentcontextsofcommunication,includingmultimediaenvironments

C1 T1,T2,T6,T7

Interpreting texts

O5toguidethestudentindevelopingstrategiesandmetacognitiveskillsneededinunderstanding,comprehending,andanalysingtextsandinlearningtoassesshisorherdevelopmentneedsinreading

C2 T1,T2,T4

Objectives of instruction Content areas related to the objectives

Transversal competences

O6toofferthestudentversatileopportunitiesforselecting,using,interpreting,andevaluatingdiversefictional,non‐fictionandmediatexts

C2 T1,T2,T4,T5

O7toguidethestudenttodevelopanalyticalandcriticalliteracy,topractisemakingobservationsfromtextsandinterpretingthemusingappropriateconcepts,andtoestablishandexpandhisorhervocabularyandresourceofconcepts

C2 T1,T2,T4

O8toencouragethestudenttodevelophisorherskillofevaluatinginformationacquiredfromvarioussourcesandusingtheinformationappropriately

C2 T2,T4,T5,T6

O9toencouragethestudenttoexpandhisorherinterestinfictionaltextandliterarygenresnewtohimorher,todiversifyhisorherreading,listening,andviewingexperiencesandthewaysofsharingthem,andtodeepentheunderstandingoftheelementsoffiction

C2 T1,T2,T4,T5

Producing texts

O10toencouragethestudenttoexpresshisorherthoughtsbywritingandproducingdiversetextsandtohelpthestudentrecognisehisorherstrengthsanddevelopmentneedsasaproduceroftext

C3 T2,T4,T5,T7

O11toofferthestudentopportunitiesforproducingnarrative,descriptive,instructive,andmostimportantly,argumentativeandreflectivetexts,alsoinmultimediaenvironments,andtohelpthestudentchoosewaysofexpressionappropriatetoeachtextgenreandsituation

C3 T2,T4,T5

O12toguidethestudentindevelopinghisorhertextproductionprocessesandtoprovidethestudentwithopportunitiesforproducingtexttogetherwithothersaswellastoencouragethestudenttostrengthenhisorherskillsinprovidingandreceivingfeedbackandassessinghimselforherselfasaproduceroftext

C3 T2,T4,T5,T6

O13toguidethestudenttofurtherthefluencyofhisorherwritingandstrengthenICT‐competenceintheproductionoftexts,todeepenhisorherunderstandingofwritingascommunicationandtostrengthenhisorhercommandofstandardlanguagebyprovidinginformationontheconventionsofwrittenlanguage

C3 T2,T4,T5,T6

Objectives of instruction Content areas related to the objectives

Transversal competences

O14todevelopthestudent’scompetenceinstrengtheninghisorherskillsinmanagingandusinginformation,diversifyingtheuseofsources,andthecommandofcitationtechniquesinhisorhertexts,andtoinstructthestudenttoactethicallyonline,respectingprivacyandcopyrights

C3 T2,T4,T5,T7

Understanding language, literature, and culture

O15toguidethestudenttoadvancehisorherlanguageawarenessandbecomeinterestedinlanguagephenomenaaswellastohelpthestudentrecogniselinguisticstructures,differentregisters,tones,andstylisticcharacteristicsandtounderstandthesignificancesandconsequencesoflinguisticchoices

C4 T1,T2,T4

O16toencouragethestudenttoexpandhisorherperceptionofliteratureandculture,familiarisehimorherwithliteraryhistory,modernliterature,anddifferentliterarygenresaswellastohelpthestudentconsiderthemeaningofliteratureandcultureinhisorherownlifeandprovidehimorherwithopportunitiesforgatheringandsharingreadingandotherculturalexperiences

C4 T1,T2,T4

O17toguidethestudenttofamiliarisehimselforherselfwiththelinguisticandculturaldiversityinFinlandandthehistoryandthefeaturesoftheFinnishlanguage,tohelpthestudentreflectonthemeaningofmothertongueandbecomeawareofhisorherownlinguisticandculturalidentity,andtoencouragethestudenttobecomeanactiveuserandcreatorofculture

C4 T2,T4,T6,T7

 Key content areas related to the objectives of the syllabus in English language and literature in grades 7–9  C1 Acting in interactive situations: The students strengthen their skills of acting in different interactive situations, including those outside of school, and observe the impressions and meanings of their own and other people’s communication. The students make observations on linguistic features characteristic of communication situations and adopt them as a part of their language use. The students practise their skills in using the methods of speech and all‐round expression in expressing themselves. They practise illustrating their ideas and giving oral presentations for which they have prepared beforehand. They practise assessing their own interaction skills and communication approaches and perceiving development needs in them.   

C2 Interpreting texts: Text interpretation skills are furthered by reading and exploring various forms of fiction, non‐fiction, and printed, electronic, and audiovisual media texts. In teaching and learning, the text comprehension strategies are deepened and the development of reading skills is monitored. They practise their skills in analysing and interpreting literature and use concepts more frequently in examining and comparing texts. They familiarise themselves with the stages of searching for information and diverse sources of information and evaluate their reliability.  C3 Producing texts: The students produce various fictional and non‐fictional texts, including written and spoken, visual, audiovisual, and online texts. They practise producing texts in stages. Feedback is given and received during the different stages. The students learn about the aims and assessment criteria of different kinds of texts. They study the textual, visual, and linguistic features of narrative, descriptive, instructive, and especially of reflective and argumentative texts and utilise this knowledge when producing their own texts. The students practise targeting texts and adapting language and other forms of expression to suit different groups and purposes. They examine the elements of written texts and utilise this knowledge in their own texts. They expand their understanding of the characteristics of written standard language. They examine register and stylistic characteristics related to vocabulary and learn to select suitable expressions for each text.  They learn to use the conventions of standard written language when producing and editing their own texts. The students improve their skills in producing texts needed in their studies. They familiarise themselves with copyrights and comply with them when producing their own texts.  C4 Understanding language, literature, and culture: The students examine texts and their meanings and use concepts suitable for analysing texts. The students make observations on linguistic structures, features typical for different registers and styles and the influence of linguistic choices on the style and tone of a text. The students compare English with other languages that they are familiar with and familiarise themselves with typical features of phonology, morphology, and syntax of the English language. They examine the way languages influence one another  for example in terms of vocabulary. The students familiarise themselves with the concept of culture and its different forms. The students are provided with opportunities for creating culture. They familiarise themselves with the main literary genres, some subgenres, key literary movements and the periods of general and English literature. The students read youth literature, classics, and modern literature, as well as non‐fiction. They are encouraged use library services actively and diversely.      

Final assessment criteria for good knowledge and skills in the syllabus in English language and literature (numerical grade 8) at the conclusion of the syllabus  Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the grade 8

Acting in interactive situations

O1toguidethestudentindevelopinghisorhercompetenceinagoal‐oriented,motivated,ethical,andconstructivewayofactingindifferentcommunicationenvironments

C1 Interactionindifferentcommunicationenvironments

Thestudentknowshowtoacttoachievehisorhergoalsindiversecommunicationenvironmentsandsituations,indicatesthatheorsheunderstandsthecontributionsofothersandisabletoobservetheimpactsofhisorhercommunicationonothers.

O2toencouragethestudenttodiversifyhisorhergroupcommunicationskillsanddevelopskillsinjustifyinghisorherviewsandlinguisticandcommunicationchoices

C1 Interactioninagroup

Thestudentisabletoexpresshisorheropinionandgiveconvincingargumentsforit.Thestudenttakestheviewsofothersintoaccountandcooperateswiththemininteractivesituations.

O3toguidethestudenttodiversifyhisorheroverallskillsinexpressinghimselforherselfindifferentcommunicationandpublicspeakingandperformancesituations,alsousingthemodesofdrama.

C1 All‐roundexpressionandpublicspeakingandperformingskills

Thestudentisabletoexpresshimselforherselfandusemodesofall‐roundexpressionaccordingtotheobjectiveandsituation.Thestudentisabletopresentbothspontaneousandpreparedspeechesororalpresentationsandtakeshisorheraudienceintoaccountandusessomeillustrativemeansinthepresentation.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O4toencouragethestudenttoadvancehisorherself‐imageasacommunicatorinordertolearntoobservehisorherowncommunicationandrecognisestrengthsanddevelopmentareasindifferentcontextsofcommunication,includingmultimediaenvironments

C1 Developmentofinteractionskills

Thestudentisabletoassesshisorherinteractionskillsbasedonthefeedbackheorshehasreceivedandtoidentifydevelopmentneeds.

Interpreting texts

O5toguidethestudentindevelopingstrategiesandmetacognitiveskillsneededinunderstanding,comprehending,andanalysingtextsandinlearningtoassesshisorherdevelopmentneedsinreading

C2 Strategiesoftextcomprehension

Thestudentisabletousetextcomprehensionstrategiesindependently.Thestudentisabletoassesshisorherownreadingskillsandidentifydevelopmentneeds.

O6toofferthestudentversatileopportunitiesforselecting,using,interpreting,andevaluatingdiversefictional,non‐fictionandmediatexts

C2 Diversificationoftextualworldandmultiliteracy

Withguidance,thestudentisabletouseandinterpretdiversetextsofvaryingstylesandalsotextsthatarenewtohimorher.

O7toguidethestudenttodevelopanalyticalandcriticalliteracy,topractisemakingobservationsfromtextsandinterpretingthemusingappropriateconcepts,andtoestablishandexpandhisorhervocabularyandresourceofconcepts

C2 Analysingandinterpretingtexts

Thestudentisabletoexaminetextscritically,recognisetextgenres,anddescribecertainlinguisticandtextualfeaturesinreflective,argumentative,andinstructivetextsusingappropriateconcepts.Thestudentunderstandsthattextshavedifferentgoalsandpurposes.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O8toencouragethestudenttodevelophisorherskillofevaluatinginformationacquiredfromvarioussourcesandusingtheinformationappropriately

C2 Informationacquisitionskillsandsourcecriticism

Thestudentisabletoidentifythekeystagesofinformationacquisitionandknowswhereandhowtosearchinformation.Thestudentisabletoevaluatetheusabilityandreliabilityofsources.

O9toencouragethestudenttoexpandhisorherinterestinfictionaltextandliterarygenresnewtohimorher,todiversifyhisorherreading,listening,andviewingexperiencesandthewaysofsharingthem,andtodeepentheunderstandingoftheelementsoffiction

C2 Analysisandinterpretationoffictionaltextsandsharingreadingexperiences

Thestudentisabletointerpretfictionaltexts,usekeyconceptswhendiscussingthetextsandconnectthetextstoacertaincontext.Thestudentindependentlyfindsreading,listeningandviewingmaterialappropriateforhimorherandthesituation.Thestudentreadsseveralbooksandknowshowtosharehisorherreadingexperiences.

Producing texts

O10toencouragethestudenttoexpresshisorherthoughtsbywritingandproducingdiversetextsandtohelpthestudentrecognisehisorherstrengthsanddevelopmentneedsasaproduceroftext

C3 Expressionofthoughts,diversificationoftextualworld,andmultiliteracy

Withguidance,thestudentproducesalsonewkindsoftextsandexperimentswithdifferentapproachestotextproductionandwithexpressinghisorherviews.Thestudentisabletodescribehimselforherselfasaproduceroftexts.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O11toofferthestudentopportunitiesforproducingnarrative,descriptive,instructive,andmostimportantly,argumentativeandreflectivetexts,alsoinmultimediaenvironments,andtohelpthestudentchoosewaysofexpressionappropriatetoeachtextgenreandsituation

C3 Commandoftextgenres

Withguidance,thestudentisabletoproducenarrative,descriptive,instructive,andmostimportantlyreflectiveandargumentativetextsandusemodesofexpressioncharacteristicofthem.

O12toguidethestudentindevelopinghisorhertextproductionprocessesandtoprovidethestudentwithopportunitiesforproducingtexttogetherwithothersaswellastoencouragethestudenttostrengthenhisorherskillsinprovidingandreceivingfeedbackandassessinghimselforherselfasaproduceroftext

C3 Commandoftextproductionprocesses

Thestudentisabletoidentifystagesoftextproductionandknowshowtoworkaccordingtothemindependentlyandinagroup.Thestudentgivesandreceivesfeedbackontextsandisabletoassesshisorhertextproductionskillsandtoidentifydevelopmentneedsinthem.

O13toguidethestudenttofurtherthefluencyofhisorherwritingandstrengthenICT‐competenceintheproductionoftexts,todeepenhisorherunderstandingofwritingascommunicationandtostrengthenhisorhercommandofstandardlanguagebyprovidinginformationontheconventionsofwrittenlanguage

C3 Commandoftheconventionsofwrittenlanguageandwritingskills

Thestudentisfamiliarwiththebasicstructuresofwrittentextsandthefeaturesofstandardwrittenlanguageandisabletousethisknowledgewhenwritingandeditingtexts.Thestudentwritesfluentlybyhandandbyusinginformationandcommunicationtechnology.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O14todevelopthestudent’scompetenceinstrengtheninghisorherskillsinmanagingandusinginformation,diversifyingtheuseofsources,andthecommandofcitationtechniquesinhisorhertexts,andtoinstructthestudenttoactethicallyonline,respectingprivacyandcopyrights

C3 Presentingandmanaginginformationandethicalcommunication

Thestudentisabletouseinformationacquiredfromdifferentsourcesinhisorherowntexts.Thestudentknowshowtomakenotes,summarisetheinformationheorshehasacquired,andusesourcesinhisorherowntext.Thestudentcomplieswithcopyrightlawsandknowshowtocitehisorhersources.

Understanding language, literature, and culture

O15toguidethestudenttoadvancehisorherlanguageawarenessandbecomeinterestedinlanguagephenomenaaswellastohelpthestudentrecogniselinguisticstructures,differentregisters,tones,andstylisticcharacteristicsandtounderstandthesignificancesandconsequencesoflinguisticchoices

C4 Developmentoflanguageawareness

Thestudentisabletodescribethelinguisticandtextualfeaturesoftexts,considertheirmeanings,anddescribedifferencesbetweenvariousregistersandstyles.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O16toencouragethestudenttoexpandhisorherperceptionofliteratureandculture,familiarisehimorherwithliteraryhistory,modernliterature,anddifferentliterarygenresaswellastohelpthestudentconsiderthemeaningofliteratureandcultureinhisorherownlifeandprovidehimorherwithopportunitiesforgatheringandsharingreadingandotherculturalexperiences

C4 Developmentofknowledgeofliterature,culturalawareness,andreadingasapastime

Thestudentisfamiliarwithandunderstandsculturaldiversityandisabletodescribehisorherownculturalexperiences.ThestudentisfamiliarwithperiodsofliteratureandtherootsoftheFinnishculture.Thestudentisfamiliarwiththemainliterarygenresandreadstheagreedbooks.

O17toguidethestudenttofamiliarisehimselforherselfwiththelinguisticandculturaldiversityintheEnglish‐speakingworldandthehistoryandthefeaturesoftheEnglishlanguage,tohelpthestudentreflectonthemeaningofmothertongueandbecomeawareofhisorherownlinguisticandculturalidentity,andtoencouragethestudenttobecomeanactiveuserandcreatorofculture

C4 Perceivingthesignificanceandstatusoflanguage

Thestudentisabletodescribethelinguisticandculturaldiversityintheworld.ThestudentisabletodescribethesignificanceofmothertonguesandfeaturesoftheEnglishlanguageanditsstatusamongotherlanguages.

  Mathematics  In grades 7–9, the task of instruction is to strengthen general knowledge and ability in mathematics. The instruction helps the pupils to deepen their understanding of mathematical concepts and connections between them. Pupils are encouraged to discover and utilise mathematics in their own lives. The pupils’ abilities include mathematical modelling and problem solving. The instruction of mathematics guides the pupils towards goal‐oriented, precise, focused, and persistent activity. The pupils are encouraged to present and discuss their solutions. The pupils’ team work skills are developed in teaching and learning.   Objectives of instruction in mathematics in grades 7–9 

Objectives of instruction Content areas related to the objectives

Transversal competences

Significance, values, and attitudes

O1tostrengthenthepupil’smotivation,positiveself‐image,andconfidenceasalearnerofmathematics

C1–C6 T1,T3,T5

O2toencouragethepupiltotakeresponsibilityforlearningmathematicsbothindependentlyandtogetherwithothers

C1–C6 T3,T7

Working skills

O3toguidethepupiltoperceiveandunderstandconnectionsbetweenthethingsheorshehaslearned

C1–C6 T1,T4

O4toencouragethepupiltodevelophisorherverbalandwrittenmathematicalexpression

C1–C6 T1,T2,T4,T5

O5tosupportthepupilinsolvingmathematicalassignmentsthatrequirelogicalandcreativethinkingandindevelopingskillsneededinit

C1–C6 T1,T3,T4,T5,T6

O6toguidethepupiltoevaluateanddevelophisorhermathematicalsolutionsandtoexaminecriticallywhethertheresultisreasonable

C1–C6 T1,T3,T4,T6

O7toencouragethepupiltoalsomathematicsalsoinothersubjectsandinsociety

C1–C6 T1‐T7

O8toguidethepupiltodevelophisorherinformationmanagementandanalysisskillsandtoinstructhimorherincriticalexaminationofinformation

C1,C4,C6 T1,T4,T5

O9toguidethepupiltoapplyinformationandcommunicationtechnologyinlearningmathematicsandproblem‐solving

C1–C6 T5

Conceptual objectives and objectives specific to the field of knowledge

O10toguidethepupiltostrengthenhisorherreasoningandmentalarithmeticskillsandtoencouragethepupiltousehisorherarithmeticskillsindifferentsituations

C1,C2 T1,T3,T4

O11toguidethepupiltodevelophisorherabilitytocalculatebasicarithmeticoperationsusingrationalnumbers

C2 T1,T4

O12tosupportthepupilinexpandinghisorherunderstandingoftheconceptofnumberstorealnumbers

C2 T1,T4

O13tosupportthepupilinexpandinghisorherunderstandingofpercentagecalculation

C2,C6 T1,T3,T6

O14toguidethepupiltounderstandtheconceptoftheunknownandtodevelophisorherskillsinsolvingequations

C3,C4 T1,T4

O15toguidethepupiltounderstandtheconceptofthevariable C3,C4 T1,T4,T5

andtoacquainthimorherwiththeconceptofthefunction.ToguidethepupiltopractiseinterpretingandproducingthegraphofafunctionO16tosupportthepupiltounderstandgeometricconceptsandconnectionsbetweenthem

C5 T1,T4,T5

O17toguidethepupiltounderstandandutilisepropertiesrelatedtotheright‐angletriangleandthecircle

C5 T1,T4,T5

O18toencouragethepupiltodevelophisorherskillsincalculatingcircumferenceandvolume

C5 T1,T4

O19toguidethepupilindeterminingstatisticalkeyfiguresandcalculatingprobabilities

C6 T3,T4,T5

O20toguidethepupiltodevelophisorheralgorithmicthinkingandskillsinapplyingmathematicsandprogramminginproblem‐solving

C1 T1,T4,T5,T6

  

Key content areas related to the objectives of mathematics in grades 7–9  C1 Thinking skills and methods: The pupils practise activities requiring logical thinking, such as discovering rules and dependencies and presenting them accurately. They consider and determine the number of possible alternatives. The pupils’ reasoning and argumentation skills are strengthened. The pupils practise interpreting and producing mathematical notations. They familiarise themselves with the basics of providing proof. They practise determining the truth value of propositions. The pupils deepen their algorithmic thinking. The pupils programme while learning good programming practices. They use their own or ready‐made computer programmes as a part of learning mathematics.  C2 Numbers and operations: The pupils practise basic arithmetic operations also with negative numbers. They strengthen their arithmetic skills using fractions and learn to multiply and divide by fractions. They familiarise themselves with the concepts of opposite numbers, reciprocal numbers, and absolute values. The range of numbers is expanded to real numbers. The pupils familiarise themselves with divisibility and divide numbers into prime factors. The pupils enhance their proficiency in performing operations on decimal fractions. They strengthen their understanding on the difference between exact values and approximations and rounding the results of operations. It is ensured that the pupils understand the concept of percentages. The pupils practise calculating percentages and calculating the amount a percentage expresses of a whole. The pupils also learn to calculate a changed value, a basic value, and percentage of change and comparison. The pupils practise calculating exponentials using whole‐number exponents. They familiarise themselves with the concept of the square root and use the square root in operations. 

C3 Algebra: The pupils familiarise themselves with the concept of the variable and calculating the value of a mathematical expression. They practice reducing exponential expressions. They familiarise themselves with the concept of the polynomial and practise the addition, subtraction, and multiplication of polynomials. They practise forming and reducing expressions. They form and solve first‐degree equations and incomplete second‐degree equations. They solve pairs of equations graphically and algebraically. They familiarise themselves with first‐degree inequalities and solve them. The pupils deepen their skills in examining and forming number sequences. They use proportion in solving problems. C4 Functions: Correlations are depicted both graphically and algebraically. The pupils familiarise themselves with direct and inverse proportionality. They get acquainted with the concept of the function. The pupils draw straight lines and parabolas in the coordinate system. They learn the concepts of the angular coefficient and the constant term. They interpret graphs, for example by examining the increase and decrease of a function. They determine the null points of functions.  C5 Geometry: The pupils expand their understanding of the concepts of the point, line segment, straight line, and angle and familiarise themselves with the concepts of the line and ray. They examine properties connected to lines, angles, and polygons. They reinforce their understanding of the concepts of similarity and congruence. The pupils practise geometric construction. They learn to use the Pythagorean theorem, the converse of the Pythagorean theorem, and trigonometric functions. They learn about the inscribed angle and the central angle and familiarise themselves with the Thales’ theorem. The pupils calculate the circumferences and areas of polygons. The pupils practice calculating the area, length of the circumference, and the arc and the area of a sector of a circle. Three‐dimensional figures are examined. The pupils learn to calculate the areas and volumes of the sphere, the cylinder, and the cone. The pupils reinforce and expand their command of the units of measurement and the conversion of units.  C6 Data processing, statistics, and probability: The pupils deepen their skills in collecting, structuring, and analysing data. It is ensured that the pupils understand the concepts of the average and mode. They practise defining frequency, relative frequency, and median. The pupils familiarise themselves with the concept of dispersion. They interpret and produce different diagrams. They calculate probability.  

Assessment of the pupil’s learning in mathematics in grades 7–9  Versatile assessment and supportive feedback is used to support the development of the pupils’ mathematical thinking and self‐confidence and to maintain and strengthen their learning motivation. The feedback supports the pupils’ positive self‐image as learners of mathematics. The pupils are regularly provided with information on the progress of their learning and performance in relation to the objectives of mathematics. The assessment guides the pupils to develop their 

proficiency in and understanding of mathematics as well as their ability to work persistently. The feedback helps the pupils understand which knowledge and skills they should develop further and how.  The pupils have an active role in the assessment. In self‐assessment, the pupils learn to set goals for their learning and to make observations on their progress in proportion to the objectives. The pupils are also guided to pay attention to their working practices and to become aware of their attitudes towards studying mathematics. The pupils shall have the opportunity to demonstrate their knowledge and skills in diverse ways. The assessment focuses on mathematical knowledge and skills as well as the ability to apply them. The assessment also pays attention to the pupils’ working practices and their ability to justify solutions, as well as to the structure and correctness of the solutions. The ability to utilise tools, including information and communication technology, is also taken into account in the assessment. When the pupils work together, the assessment focuses on the actions and products of both the individual group members and the entire group. When assessing the products, attention is paid to the mathematical contents and the way of presenting the products. Feedback guides the pupils to understand the importance of the efforts and development of each group member. The pupils are guided to assess their products and actions. The final assessment of mathematics is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in mathematics at the conclusion of his or her studies. The final grade is formulated by relating the pupil’s achievement level to the school final assessment criteria for mathematics. All school final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the school curriculum. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.    

Final assessment criteria for good knowledge and skills in mathematics (numerical grade 8) at the conclusion of the syllabus Objectives of instruction Content

areas related to the objectives

Assessment targets in the subject

Knowledge and skills for the grade 8

Significance, values, and attitudes

O1tostrengthenthepupil’smotivation,positiveself‐image,andconfidenceasalearnerofmathematics

C1–C6

Doesnotaffectgradeformulation.Thepupilsareguidedinreflectingontheirexperiencesasapartofself‐assessment.

O2toencouragethepupiltotakeresponsibilityforlearningmathematicsbothindependentlyandtogetherwithothers

C1–C6 Takingresponsibilityforlearning

Thepupiltakesresponsibilityforhisorherlearningandparticipatesingroupactivitiesconstructively.

Working skills

O3toguidethepupiltoperceiveandunderstandconnectionsbetweenthethingsheorshehaslearned

C1–C6 Connectionsbetweenthethingsthatthepupilhaslearned

Thepupildetectsandexplainsconnectionsbetweenthethingsheorshehaslearned

O4toencouragethepupiltodevelophisorherverbalandwrittenmathematicalexpression

C1–C6 Mathematicalexpression

Thepupilisabletoexpresshisorhermathematicalthinkingbothverballyandinwriting.

O5tosupportthepupilinsolvingmathematicalassignmentsthatrequirelogicalandcreativethinkingandindevelopingskillsneededinit

C1–C6 Problem‐solvingskills

Thepupilisabletoanalyseproblemsandsolvethembyutilisingmathematics.

Objectives of instruction Content areas related to the objectives

Assessment targets in the subject

Knowledge and skills for the grade 8

O6toguidethepupiltoevaluateanddevelophisorhermathematicalsolutionsandtoexaminecriticallywhethertheresultisreasonable

C1–C6 Skillsinevaluatinganddevelopingmathematicalsolutions

Thepupilisabletoevaluatehisorhermathematicalsolutionandtoexaminecriticallywhethertheresultisreasonable

O7toencouragethepupiltoalsomathematicsalsoinothersubjectsandinsociety

C1–C6 Applyingmathematics

Thepupilisabletoapplymathematicsindifferentenvironments

O8toguidethepupiltodevelophisorherinformationmanagementandanalysisskillsandtoinstructhimorherincriticalexaminationofinformation

C1,C4,C6 Analysisandcriticalexaminationofdata

Thepupilisabletoacquire,manage,andpresentstatisticaldatabyhimselforherself

O9toguidethepupiltoapplyinformationandcommunicationtechnologyinlearningmathematicsandproblem‐solving

C1–C6 Usinginformationandcommunicationtechnology

Thepupilisabletoapplyinformationandcommunicationtechnologyinthelearningofmathematics

Conceptual objectives and objectives specific to the field of knowledge

O10toguidethepupiltostrengthenhisorherreasoningandmentalarithmeticskillsandtoencouragethepupiltousehisorherarithmeticskillsindifferentsituations

C1,C2 Reasoningandarithmeticskills

Thepupilusesreasoningandmentalarithmeticskillsactivelyindifferentsituations.

O11toguidethepupiltodevelophisorherabilitytocalculatebasicarithmeticoperationsusingrationalnumbers

C2 Basicarithmeticoperationsusingrationalnumbers

Thepupilisabletoperformbasicarithmeticoperationswithrationalnumbers

Objectives of instruction Content areas related to the objectives

Assessment targets in the subject

Knowledge and skills for the grade 8

O12tosupportthepupilinexpandinghisorherunderstandingoftheconceptofnumberstorealnumbers

C2 Theconceptofnumbers

Thepupilrecognisesrealnumbersandisabletodescribetheirproperties

O13tosupportthepupilinexpandinghisorherunderstandingofpercentagecalculation

C2,C6 Theconceptofpercentagesandpercentagecalculation

Thepupilisabletodescribetheuseoftheconceptofpercentages.Thepupilisabletocalculatepercentages,theamountapercentageexpressesofawhole,andthepercentageofchangeandcomparison.Thepupilisabletousehisorherknowledgeindifferentsituations.

O14toguidethepupiltounderstandtheconceptoftheunknownandtodevelophisorherskillsinsolvingequations

C3,C4 Theconceptoftheunknownandskillsinsolvingequations

Thepupilisabletosolveafirst‐degreeequationsymbolically.Thepupilisabletosolveanincompletequadraticequation,forexamplebyreasoningorsymbolically.

O15toguidethepupiltounderstandtheconceptofthevariableandtoacquainthimorherwiththeconceptofthefunction.Toguidethepupiltopractiseinterpretingandproducingthegraphofafunction

C3,C4 Theconceptsofthevariableandthefunctionaswellastheinterpretationandproductionofgraphs

Thepupilunderstandstheconceptofthevariableandthefunctionandisabletodrawagraphforafirst‐degreeandasecond‐degreefunction.Thepupilisabletointerpretgraphsdiversely.

O16tosupportthepupiltounderstandgeometricconceptsandconnectionsbetweenthem

C5 Perceivinggeometricconceptsandconnectionsbetweenthem

Thepupilisabletonameanddescribepropertiesconnectedtolines,angles,andpolygonsandtheconnectionsbetweenthem

Objectives of instruction Content areas related to the objectives

Assessment targets in the subject

Knowledge and skills for the grade 8

O17toguidethepupiltounderstandandutilisepropertiesrelatedtotheright‐angletriangleandthecircle

C5 Perceivingthepropertiesoftheright‐angletriangleandthecircle

ThepupilisabletousethePythagoreantheoremandtrigonometricfunctions.Thepupilunderstandstheconceptsoftheinscribedangleandcentralangle.

O18toencouragethepupiltodevelophisorherskillsincalculatingcircumferenceandvolume

C5 Arithmeticskillsincalculatingareaandvolume

Thepupilisabletocalculatetheareasofplanefiguresandvolumesofobjects.Thepupilmastersconversionsofunitsofareaandvolume.

O19toguidethepupilindeterminingstatisticalkeyfiguresandcalculatingprobabilities

C6 Statisticalkeyfiguresandprobabilitycalculation

Thepupilmasterscentralstatisticalkeyfiguresandisabletogiveexamplesofthem.Thepupilisabletodeterminebothclassicalandstatisticalprobabilities.

O20toguidethepupiltodevelophisorheralgorithmicthinkingandskillsinapplyingmathematicsandprogramminginproblem‐solving

C1 Algorithmicthinkingandprogrammingskills

Thepupilisabletoapplytheprinciplesofalgorithmicthinkingandtoprogrammesimpleprograms.

  

Biology  In grades 7–9, the subject of biology is learned to help the pupils understand life and its development, increase the pupil’s awareness and knowledge of nature as well as to guide the pupils to understand the operation of ecosystems, vital functions of people, and the principles of heredity and evolution.  The teaching and learning of biology also includes working in nature and guiding the pupils to familiarise themselves with the characteristics of biological information acquisition with the help of inquiry‐based learning. Approaches of field and laboratory work are used in examining nature. Experiential and experimental learning creates joy of learning and stirs the pupils’ interest in 

examining the status of their living environment and changes within it. Information and communication technology is utilised diversely in teaching and learning. The use of technology promotes equality and equity among the pupils in the subject of biology. The pupils’ problem‐solving and team work skills and the development of togetherness are supported in the teaching and learning. The pupils develop abilities for studying and working in academic fields that utilise biology.  The teaching and learning of biology helps the pupils understand how the knowledge and skills in biology can be applied and utilised in their own lives, in ethical reflection, and in following current news related to biology as well as how societal decision‐making can be influenced. The pupils’ environmental awareness and desire to conserve biodiversity develop in teaching and learning. The pupils develop abilities for becoming involved in the development of their surroundings and contributing to it as well as preserving its vitality. The pupils are guided towards a sustainable way of living and understanding global responsibility.   Objectives of instruction in biology in grades 7–9 Objectives of instruction Content areas

related to the objectives

Transversal competences

Biological knowledge and understanding

O1toguidethepupiltounderstandthebasicstructureandfunctionsoftheecosystemaswellastocomparedifferentecosystemsandrecognisespecies

C1‐C4,C6 T4,T5

O2tohelpthepupildescribethestructuresandvitalfunctionsoforganismsandtounderstandthestructureofthebiologicaltaxonomy

C1‐C5 T4,T5

O3toguidethepupiltoexaminetheadaptationoforganismstovarioushabitatsandtounderstandthesignificanceofdiversehabitatsforbiodiversity

C1‐C4,C6 T4,T7

O4toguidethepupiltounderstandthebasicprinciplesofheredityandevolution

C1,C4,C5 T1

O5toguidethepupiltounderstandhumandevelopmentandbasicfunctionsofthehumanbody

C5 T3

O6toguidethepupiltoevaluatechangesoccurringinnaturalenvironmentsandhumanimpactontheenvironmentandtounderstandthesignificanceofecosystemservices

C6 T4,T7

Objectives of instruction Content areas related to the objectives

Transversal competences

Biological skills

O7toguidethepupiltodevelophisorherscientificthinkingskillsandunderstandingofcausalrelationships

C1‐C6 T1

O8toguidethepupiltousebiologicalresearchequipmentandinformationandcommunicationtechnology

C1‐C5 T1,T5

O9toguidethepupiltocompileacollectionoforganismsandgrowplantsinordertounderstandbiologicalphenomena

C1‐C4,C6 T5,T6,T7

O10toguidethepupiltoconductresearchbothinandoutsideofschool

C1‐C6 T1,T5

O11toencouragethepupiltoapplybiologicalknowledgeandskillsinhisorherownlifeandinsocietaldiscussionanddecision‐making

C6 T2,T3,T7

Objectives related to attitudes and values in biology

O12toinspirethepupiltodeepentheinterestinnatureanditsphenomenaandtostrengthenhisorherrelationshipwithnatureaswellashisorherenvironmentalawareness

C1‐C6 T7

O13toguidethepupiltomakeethicallyfoundeddecisions C6 T7O14toinspirethepupiltobecomeactivelyinvolvedinbuildingasustainablefuture

C6 T5,T7

Key content areas related to the objectives of biology in grades 7–9  The contents are selected to support the achievement of objectives, and local possibilities are utilised in the selection. The contents are interconnected so that biological research (S1) and filed trips to the nature and the surroundings (S2) are included in other content areas. Content areas are utilised in forming learning units for each grade.  C1 Biological research: Contents are selected to allow the pupils to get acquainted with the stages of biological research through their own activity.  C2 Field trips to nature and the surroundings: When selecting contents, the emphasis is on moving in nature responsibly and the knowledge of species as well as exploring and comparing the forest and other ecosystems. In field work, the pupils observe and evaluate the environment, its changes and human impact on them. C3 The basic structure and function of an ecosystem: The structure and function of the Finnish forest ecosystem and the actions and impacts of human activities in them are emphasised in the contents. Basic knowledge on aquatic, marsh, fell, and urban ecosystems is also included. The pupils familiarise themselves with the ecology of different species and the interdependencies 

between them. Compiling a collection of organisms is also a part of teaching and learning. When selecting contents, the importance of biodiversity in ecosystems is emphasised. C4 What is life?: In the contents, the focus is on examining basic phenomena of life with research methods typical for biology. Plants are grown as a part of teaching and learning. The pupils familiarise themselves with the structure of the biological taxonomy by comparing the structures, vital functions, and habitats of organisms. They familiarise themselves with the basics of heredity and evolution. They examine the opportunities and challenges of biotechnology. C5 The human being: The contents focus on examining the functions of the human body and deepen the pupil’s knowledge of the human structure, vital functions, and regulatory systems. The pupils examine the basics of the biological factors affecting growth, development, and health. They learn how genotype and the environment affect the development of different human characteristics. C6 Towards a sustainable future: The contents include the preservation of biodiversity, the climate change, sustainable use of natural resources, and changes in the surroundings. The pupils reflect on the ecological, social, economic, and ethical principles of using natural resources, as well as sustainable food production and animal welfare. The opportunities provided by bioeconomy and ecosystem services for a sustainable future are discussed. The pupils get acquainted with the goals, approaches, and accomplishments of nature conservation.  

Assessment of the pupil’s learning in biology in grades 7–9  Encouraging and constructive feedback in biology during studies supports the construction of motivation and development of the pupils’ research skills and helps them discover their strengths. The pupils are regularly provided with information on the progress of their learning and performance in relation to the objectives of biology. Feedback is used to encourage the pupils to act in an active and responsible manner in their own surroundings and to apply in practice the biological knowledge they have learned. In the assessment of biology, the pupils are given an opportunity to demonstrate their knowledge and skills in versatile ways. The assessment is targeted at both the pupil’s knowledge and biological skills in different learning situations and environments. The teacher follows the pupil’s skills in making observations and collecting, processing, interpreting, evaluating, and presenting different materials. The task of the assessment and feedback is to develop the working skills of each pupil. The final assessment of biology is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in biology at the conclusion of his or her studies. The final grade is formulated by relating the pupil’s achievement level to the school assessment criteria for biology. In biology, the pupil’s competence generally develops in different objective areas until the conclusion of the syllabus. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others. 

Final assessment criteria for good knowledge and skills in biology (numerical grade 8) at the conclusion of the syllabus  Objectives of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the grade 8

Biological knowledge and understanding

O1toguidethepupiltounderstandthebasicstructureandfunctionsoftheecosystemaswellastocomparedifferentecosystemsandrecognisespecies

C1‐C4,C6

Perceivingthestructureandfunctionsoftheecosystem

Thepupilisabletodescribethebasicstructureandfunctionsofaforestecosystemandtorecognisedifferentecosystemsandspeciesintheirfoodwebs.Thepupilisabletodescribethesignificanceofbiodiversitytothefunctionsofecosystemsandtoconsidertheimportanceofsustainableuseofforestsfororganismsandhumanbeings.

O2tohelpthepupildescribethestructuresandvitalfunctionsoforganismsandtounderstandthestructureofthebiologicaltaxonomy

C1‐C5 Perceivingthestructureofthesystemoflivingorganismsandstructuresandvitalfunctionsoforganisms

Thepupilisabletodescribetheclassificationprinciplesoflivingorganisms,identifystructuresoforganisms,anddescribevitalfunctionsoforganisms.Thepupilisabletocomparetherelationshipbetweengroupsoforganismsbasedonstructuralandfunctionaladaptationsandtorecognise,classify,andcomparegroupsoforganisms.

O3toguidethepupiltoexaminetheadaptationoforganismstovarioushabitatsandtounderstandthesignificanceofdiversehabitatsforbiodiversity

C1‐C4,C6

Perceivingdiversityintheadaptationoforganismsandhabitats

Thepupilisabletomakeobservationsontheoccurrenceofspeciesandtodescribetheadaptationofspeciestonewhabitats.Thepupilrecognisesspeciesororganismstypicalofhisorhersurroundingsandunderstandstheirimportancetobiodiversity.

Objectives of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O4toguidethepupiltounderstandthebasicprinciplesofheredityandevolution

C1,C4,C5

Perceivingthebasicprinciplesofheredityandevolution

Thepupilunderstandsandisabletodescribetheinfluenceofgenotypeandtheenvironmentinthedevelopmentofindividualorganisms.ThepupilisabletodescribehowlifeandbiodiversityhavedevelopedonEarthasanoutcomeofevolution.

O5toguidethepupiltounderstandhumandevelopmentandbasicfunctionsofthehumanbody

C5 Perceivingthestructureandfunctionsofthehumanbody

Thepupilisabletodescribethebasicstructuresandvitalfunctionsofthehumanbodyaswellasmainprinciplesofhumangrowthanddevelopment.

O6toguidethepupiltoevaluatechangesoccurringinnaturalenvironmentsandhumanimpactontheenvironmentandtounderstandthesignificanceofecosystemservices

C6 Perceivingchangesoccurringinthenaturalenvironment

Thepupilisabletomakeobservationsandconductsmallresearchonthenaturalandhuman‐causedchangesinthenaturalenvironmentofhisorhersurroundings.ThepupilunderstandsthelimitednatureofnaturalresourcesonEarthandthesignificanceofecosystemservicesandhasbasicknowledgeofasustainablewayoflivingaswellaspublicrightsofaccessandcitizen’sresponsibilities.

O7toguidethepupiltodevelophisorherscientificthinkingskillsandunderstandingofcausalrelationships

C1‐C6 Scientificthinkingskills

Thepupilisabletoaskmeaningfulquestionsaboutnatureandnaturalphenomenaandusebasicconceptsandresearchaswellasinformationacquisitionmethodscharacteristicofbiology.Thepupilisabletopresentwell‐argumentedscientificviewsandconclusions.

Objectives of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O8toguidethepupiltousebiologicalresearchequipmentandinformationandcommunicationtechnology

C1‐C5 Usingbiologicalresearchequipmentandtechnology

Thepupilisabletoworksafelyandinagoal‐orientedmannerinlaboratoriesandinthefield.Thepupilisabletousebiologicalresearchequipmentandinformationandcommunicationtechnologyappropriately.

O9toguidethepupiltocompileacollectionoforganismsandgrowplantsinordertounderstandbiologicalphenomena

C1‐C4,C6

Compilingacollectionoforganismsandexperimentalgrowingofplants

Thepupilisabletocompileatraditionaloradigitalherbariumorsomeotherdigitalcollectionoforganismsaccordingtoinstructions.Thepupilimplementsagrowingexperimentwithguidance.

O10toguidethepupiltoconductresearchbothinandoutsideofschool

C1‐C6 Conductingbiologicalresearch

Thepupilisabletoanalyseandrecorddataheorshehascollectedinalaboratoryandinthefield.Thepupilisabletopresenthypothesesandconductasmall‐scalebiologicalexperimentwithguidanceandreportonitsresults.

O11toencouragethepupiltoapplybiologicalknowledgeandskillsinhisorherownlifeandinsocietaldiscussionanddecision‐making

C6 Applyingbiologicalknowledgeandskillsindailylife

Thepupilisabletodescribehowbiologicalknowledgeandskillscanbeutilisedindailylifeandinthesocietyandisabletojustifyhisorherviewswithbiologicalknowledge.Thepupilparticipatesinanatureconservationprojectinhisorhersurroundings,includingitsimplementationandreportingonitsresults.

Objectives of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

Objectives related to attitudes and values in biology

O12toinspirethepupiltodeepentheinterestinnatureanditsphenomenaandtostrengthenhisorherrelationshipwithnatureaswellashisorherenvironmentalawareness

C1‐C6 Perceivingtherelationshipwithnatureandtheimportanceofawarenessoftheenvironment

Usingexamples,thepupilisabletodescribehowtoactinnatureinasustainablemannerwhilepreservingbiodiversity.

O13toguidethepupiltomakeethicallyfoundeddecisions

C6 Reflectingonethicalquestions

Thepupilisabletoutilisebiologicalknowledgeandskillsintheevaluationofquestionsofresponsibilityrelatedtothehumanbeingandtheenvironmentandtopresentargumentsinfavourofethicallysustainablechoices.

O14toinspirethepupiltobecomeactivelyinvolvedinbuildingasustainablefuture

C6 Knowledgeandskillsofbuildingasustainablefuture

Thepupilisabletodescribewaysofactinginordertobuildasustainablefuture.

Geography  In grades 7–9, the subject of geography is learned to support the construction of the pupils’ worldview. The pupils are guided to follow current events in their surroundings and in the entire world. They are helped in placing the world news in a geographical framework they have they have learned in the subject.  Geography is a multidisciplinary subject integrating different fields of knowledge in which the pupils study the Earth and its regions, nature, human activities, and different cultures. Aspects of natural, human, and social sciences are taken into account in the instruction of geography to construct a cohesive overall picture of a diverse world and the way it works. Interaction between nature and human beings as well as its connection to the state of the environment are discussed in the teaching and learning of geography, and a foundation is laid for understanding different regional views and conflicts on Earth. Understanding and analysing causal geographic relationships and changes in the environment activate the pupil to act responsibly in his or her daily life. 

The pupils’ everyday environment is taken into account in the instruction of geography. Teaching and learning offers functional experiences in different learning environments where the pupils make observations and conduct research. Information and communication technology is utilised diversely in teaching and learning. The use of technology also promotes equality and equity among the pupils in their learning. The pupils’ preconditions for acting in a way that promotes sustainable development are enhanced in the teaching and learning of geography. Instruction supports the development of the pupils’ skills for participation and involvement and provides the pupils with means for active citizenship and building a sustainable future.   Objectives of instruction in geography in grades 7–9 Objectives of instruction Content areas

related to the objectives

Transversal competences

Geographical knowledge and understanding

O1tosupportthepupilindevelopingastructuredunderstandingoftheworldmap

C1‐C6 T1,T4,T5

O2toguidethepupiltoexaminephenomenaofphysicalgeographyandtocomparenaturallandscapesinFinlandandelsewhereonEarth

C1‐C4,C6 T4,T5

O3toguidethepupiltoexaminephenomenaofhumangeographyandculturallandscapesandtounderstanddiversecultures,industries,andthewayoflifeinFinlandandinotherpartsoftheworld

C1‐C6 T2,T4

O4toencouragethepupiltoconsidertheinteractionbetweenhumanactivitiesandthenaturalenvironmentandtounderstandthesignificanceofsustainableuseofnaturalresources

C1‐C6 T7

Geographical skills

O5toguidethepupiltodevelophisorhergeographicalthinkingskillsandtheabilitytoaskgeographicalquestions

C1‐C6 T1

O6toguidethepupiltodevelophisorhersenseofspaceandtheunderstandingofsymbols,proportions,directions,anddistances

C1‐C6 T4,T5

O7toguidethepupiltodevelophisorhereverydaygeomediaskillsandtoread,interpret,anddrawupmapsandothermodelsofgeographicalphenomena

C1‐C6 T5,T6

O8toguidethepupiltodevelophisorhergeographicalresearchskills

C1‐C6 T1

O9guidethepupilinmakingobservationsontheenvironment C1‐C6 T4

andischangesandtoactivatethepupiltofollowcurrenteventsinhisorhersurroundings,inFinland,andintheworldO10tosupportthepupiltodevelophisorherinteractionandteamworkskills,andtomakearguments,andtopresentgeographicalinformationclearly

C1‐C6 T2

O11toguidethepupiltopreservenature,thebuiltenvironment,andthediversityinthemaswellastoenhancehisorherparticipationandinvolvementskills

C1‐C6 T7

Objectives related to attitudes and values in geography

O12tosupportthepupilinbecominganactivecitizenwhoactsresponsiblyandiscommittedtoasustainablewayofliving

C1‐C6 T7

O13toguidethepupiltoappreciatehisorherregionalidentityaswellasthediversityofnature,humanactivity,andculturesandtorespecthumanrightsinallpartsoftheworld

C1‐C6 T3,T7

  

Key content areas related to the objectives of geography in grades 7–9  The contents are selected to support the achievement of objectives, and local possibilities are utilised in the selection. The contents are interconnected so that developing the understanding of the map of the world (S1) and following current world events (S2) are included in other content areas. Content areas are utilised in forming learning units for each grade. C1 The map and the regions of the world: The contents are selected to enhance the pupils’ understanding of the basic concepts of the map as well as different field maps and thematic maps. The contents focus on perceiving the world as a whole and learning key place names of Finland, Europe, and the world. The use of maps, geographical information systems, and other geomedia is included in the learning of all other contents of geography. C2 The current, changing world: The pupils follow the latest news from different areas of the world and locate the news on the map. They reflect on the backgrounds and regional significance of news events critically. Following the news is combined with the learning of other contents of geography. The pupils familiarise themselves with geographical skills necessary in working life and in the different fields of the society. C3 Basic conditions for life on Earth: The contents are related to planetarity and its impacts on the Earth. Changes in times of day, seasons, and climate as well as vegetation zones are discussed. The pupils examine the basic conditions for life, such as clean air, water, and nutrition, their occurrence and sustainable use. C4 Changing landscapes and living environments: The pupils observe the special features of their local area and landscape areas in Finland. They conduct field studies in their surroundings. They also participate in preserving diversity in their surroundings as well as in planning and improving 

its comfort and safety. The natural and cultural landscapes of different areas of the world are studied through examples.  C5 People and cultures on Earth: The pupils familiarise themselves with cultures, people’s way of life, housing, and industries in Finland, Europe and other parts of the world. Examples are used to observe the impacts of the environment on livelihood, housing, and other human activity. Human rights and the prerequisites for a good life are discussed, particularly from the viewpoint of children and young people.  C6 A sustainable way of living and sustainable use of natural resources: The instruction focuses on sustainable use of natural resources and the possibilities of bioeconomy in Finland and elsewhere in the world. The pupils examine the life cycles of products and consider their personal consumer choices and activity as responsible citizens. They get acquainted with environmental changes, particularly the climate change and the loss of biodiversity. The state of the environment and possibilities for cooperation in the Baltic Sea region are discussed. The effects of globalisation and questions of regional development are reflected on through examples.  

Assessment of the pupil’s learning in geography in grades 7–9  Encouraging and constructive feedback in geography during studies supports the construction of motivation and development of the pupils’ research skills and helps them discover their strengths. The pupils are regularly provided with information on the progress of their learning and performance in relation to the objectives of geography. Feedback is used to encourage the pupils to act in an active and responsible manner in their own surroundings and to apply in practice the geographical knowledge they have learned. In the assessment of geography, the pupils shall be given an opportunity to demonstrate their knowledge and skills in versatile ways. The assessment is targeted at the pupils’ knowledge and geographical skills. The pupils’ skills in using equipment characteristic of geography as well as information and communication technology are also assessed. The task of the assessment and feedback is to develop the working skills of each pupil.  The final assessment of geography is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in geography at the conclusion of his or her studies. The final grade is formulated by relating the pupil’s achievement level to the school final assessment criteria for geography. In geography, the pupil’s competence generally develops in different objective areas until the conclusion of the syllabus. The pupil is awarded the grade eight (8) if he or she demonstrates on average the knowledge and skills defined by the criteria set for the subject. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.     

Final assessment criteria for good knowledge and skills in geography (numerical grade 8) at the conclusion of the syllabus  Objectives of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the grade 8

O1tosupportthepupilindevelopingastructuredunderstandingoftheworldmap

C1‐C6 Perceivingthemapoftheworldandknowingrelevantplacenames

Thepupilperceivesthebasiccharacteristicsofthemapoftheworldandknowsthelocationsandnamesofrelevantplaces.

O2toguidethepupiltoexaminephenomenaofphysicalgeographyandtocomparenaturallandscapesinFinlandandelsewhereonEarth

C1‐C4,C6

Perceivingphenomenaofphysicalgeography

Withthehelpofexamples,thepupilisabletoexplainplanetarity,thechangesintimesofthedayandseasons,andtoidentifythespheresandgeographicalzonesoftheEarth.ThepupilisabletorecogniseanddescribenaturallandscapesinFinlandandontheEarthandisabletodiscusssomefactorsthathaveaffectedtheirformation.

O3toguidethepupiltoexaminephenomenaofhumangeographyandculturallandscapesandtounderstanddiversecultures,industries,andthewayoflifeinFinlandandinotherpartsoftheworld

C1‐C6 Perceivingphenomenaofhumangeography

ThepupilisabletodescribevarianceinthecharacteristicsofdifferentwaysoflifeandculturesaswellasculturallandscapesinFinlandandelsewhereintheworld.

O4toencouragethepupiltoconsidertheinteractionbetweenhumanactivitiesandthenaturalenvironmentandtounderstandthesignificanceofsustainableuseofnaturalresources

C1‐C6 Understandingtheinteractionbetweennatureandhumanactivitiesandsustainableuseofnaturalresources

ThepupilisabletodescribehowthenaturalenvironmentaffectsthelifeandlivelihoodofhumanbeingsandwhatkindofeffectshumanactivityhasonthestateofthenaturalenvironmentinFinlandandaroundtheworld.Thepupilisabletoexplainwhythesustainableuseofnaturalresourcesisimportant.

Objectives of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O5toguidethepupiltodevelophisorhergeographicalthinkingskillsandtheabilitytoaskgeographicalquestions

C1‐C6 Geographicalthinkingskills

Thepupilisabletoexplainthatregionsandregionaldifferencesareexaminedingeographyandtoidentifydifferentlevelsofareasonmaps:hisorhersurroundings,themunicipality,Finland,Europe,andthewholeworld.Thepupilisabletoaskgeographicalquestionsandconsideranswerstothem.

O6toguidethepupiltodevelophisorhersenseofspaceandtheunderstandingofsymbols,proportions,directions,anddistances

C1‐C6 Developmentofspatialawareness

Thepupilisabletomeasuredistancesonamapusinglinearandfractionalscales,orientateamapinterrain,andmoveinterrainguidedbyamap.

O7toguidethepupiltodevelophisorhereverydaygeomediaskillsandtoread,interpret,anddrawupmapsandothermodelsofgeographicalphenomena

C1‐C6 GeomediaskillsThepupilisabletouseimages,maps,mapservices,andothergeomediainlearninggeographicalcontentsandindailylife.Thepupilisabletodrawupsimplemaps,diagrams,andothergeographicalmodels.

O8toguidethepupiltodevelophisorhergeographicalresearchskills

C1‐C6 Researchskills Thepupilisabletoconductasmall‐scalegeographicalresearch.Thepupilisabletoillustrateresearchfindingsusinggeomediaandtopresentresearchfindingsorally.

Objectives of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O9guidethepupilinmakingobservationsontheenvironmentandischangesandtoactivatethepupiltofollowcurrenteventsinhisorhersurroundings,inFinland,andintheworld

C1‐C6 Environmentalliteracyandevaluatingchangesintheenvironment

Thepupilisabletomakeobservationsonthechangesinthesurroundings,provideexamplesofenvironmentalchangesoccurringinFinlandandelsewhereintheworld,andidentifyfactorscausingkeychanges.Thepupilisabletodescribecurrentnewsrelatedtogeographicalphenomenaandexplaintheirbackground.

O10tosupportthepupiltodevelophisorherinteractionandteamworkskills,andtomakearguments,andtopresentgeographicalinformationclearly

C1‐C6 Teamworkandargumentationskills

Thepupilisabletoactasamemberofateamandassesshisorheractivityintheteam.Thepupilisabletoexpressopinionsongeographicaltopics,tolistentoothers,andtohaveaconstructiveattitudetowardsdifferentviews.

O11toguidethepupiltopreservenature,thebuiltenvironment,andthediversityinthemaswellastoenhancehisorherparticipationandinvolvementskills

C1‐C6 Participationandinvolvementskills

Togetherwithothers,thepupilparticipatesinaprojectwhereheorsheisinvolvedinimprovingthecomfortofthesurroundingsorthepreservationofbiodiversity.Thepupilunderstandsandisabletodescribethesignificanceofglobalresponsibilityinhisorherownactivity.

Objectives of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O12tosupportthepupilinbecominganactivecitizenwhoactsresponsiblyandiscommittedtoasustainablewayofliving

C1‐C6 Promotingsustainabledevelopment

Thepupilisabletoexplainhowtoactresponsiblyinandoutsideofschool.Thepupilisabletotakeapositiononquestionsofsustainabledevelopmentandtoprovideexamplesofhowtoactinlinewithasustainablewayofliving.

O13toguidethepupiltoappreciatehisorherregionalidentityaswellasthediversityofnature,humanactivity,andculturesandtorespecthumanrightsinallpartsoftheworld

C1‐C6 Recognisingregionalidentityandthediversityofnature,humanactivity,andcultures

Thepupilisabletocharacterisefactorsinfluencinghisorherregionalidentityandtodescribethesignificanceofhisorhersurroundingsanditsdiversity.Thepupilisabletodescribethesignificanceofculturesanddiversityamonghumanbeingsandtoexaminesocietalphenomenafromtheviewpointofhumanrights.

   

Physics In grades 7–9, the subject of physics is learned to support the development of the pupils’ scientific thinking and worldview. The instruction of physics helps the pupils understand the significance of physics and technology in daily life, the living environment, and the society. The pupils’ ability to discuss topics and phenomena of physics and technology is enhanced in teaching and learning. The instruction conveys an image of the significance of physics in building a sustainable future.  The task of physics is to support the construction of concepts related to physics and the understanding of phenomena. The main emphasis of learning in grades 7–9 is on the qualitative level, but as the pupils develop their abstract thinking and mathematical skills, certain phenomena are also studied on the quantitative level. Previous experiences, new observations, and viewpoints are developed in the interaction between the pupils and teachers into a consistent whole leading towards a conception of the surrounding reality that conforms to scientific theories. The instruction guides the pupils to think in a manner characteristic of science, to acquire and use 

knowledge, to form ideas, and to be interactive as well as to evaluate the reliability and significance of knowledge in different situations.   Objectives of instruction in physics in grades 7–9 Objectives of instruction Content areas

related to the objectives

Transversal competences

Significance, values, and attitudes

O1toencourageandinspirethepupiltostudyphysics C1‐C6 T1O2toguideandencouragethepupiltorecognisehisorherowncompetenceinphysics,setgoalsforhisorherownwork,andtoworkpersistently

C1‐C6 T1,T6

O3toguidethepupiltoperceivethesignificanceofcompetenceinphysicsinhisorherdailylife,livingenvironment,andthesociety.

C1‐C6 T6,T7

O4toguidethepupiltousehisorhercompetenceinphysicsinbuildingasustainablefutureandtoevaluatehisorherpersonalchoicesintermsofsustainableuseofenergyresources

C1‐C6 T3,T7

Research skills

O5toencouragethepupiltoformulatequestionsaboutthestudiedphenomenaandtofurtherdevelopthequestionstoserveasabasisforresearchandotheractivities

C1‐C6 T1,T7

O6toguidethepupiltoconductexperimentalresearchincooperationwithothersandtoworksafelyandconsistently

C1‐C6 T2,T5

O7toguidethepupiltoprocess,interpret,andpresenttheresultsofhisorherownresearchandtoevaluatethemandtheentireresearchprocess

C1‐C6 T2,T5

O8toguidethepupiltounderstandtheoperatingprinciplesandsignificanceoftechnologicalapplicationsandtoinspirethepupiltoparticipateinformingideasforsimpletechnologicalsolutionsanddesigning,developing,andapplyingthemincooperationwithothers

C1‐C6 T2,T3,T5

O9toguidethepupiltouseinformationandcommunicationtechnologyforacquiring,processing,andpresentinginformationandmeasurementresultsandtosupportthepupil’slearningbyusingillustrativesimulations

C1‐C6 T5

Knowledge of physics and its use

O10toguidethepupiltousetheconceptsofphysicsaccuratelyandtodevelophisorherconceptualstructurestobeincreasinglyconsistentwiththeconceptsofscientifictheories.

C1‐C6 T1

O11toguidethepupiltousedifferentmodelsindescribingandexplainingphenomenaandinmakingpredictions

C1‐C6 T1

O12toguidethepupiltouseandevaluatedifferentsourcesofinformationcriticallyandtoexpressandjustifydifferentviewsinamannercharacteristicofphysics

C1‐C6 T2,T4

O13toguidethepupiltoperceivethequalityanddevelopmentofscientificknowledgeandscientificapproachestoproducinginformation

C1‐C6 T1,T4

O14toguidethepupiltoobtainsufficientknowledgeoninteraction,motion,andelectricityneededinfurtherstudies

C5,C6 T1

O15toguidethepupiltoapplyhisorherknowledgeandskillsinphysicsinmultidisciplinarylearningmodulesandtoprovideopportunitiesforgettingacquaintedwithapplyingphysicsindifferentsituations,suchasinnature,industries,organisations,orscientificcommunities

C1‐C6 T6

  

Key content areas related to the objectives of physics in grades 7–9  The contents are selected to support the achievement of objectives, and local possibilities are utilised in the selection. The contents are interconnected so that scientific research (S1) is connected to all other content areas Content areas are utilised in forming learning units for each grade. C1 Scientific research: Suitable contents for accurately instructed and open‐ended research are selected from different content areas as well from pupils’ topics of interest. When conducting research, the relevant stages of the research process are emphasized. The pupils get acquainted with utilising ICT at different stages of research. C2 Physics in the pupil’s daily life and living environment: Contents are selected to allow the pupils to consider phenomena of their own lives and living environment, particularly from the viewpoint of health and safety. When selecting contents, possibilities of the local environment are taken into account.  C3 Physics in the society: Contents related to physical phenomena and technological applications are chosen, particularly from the viewpoint of the society and its development. The main emphasis is on energy production and sustainable use of energy resources.  C4 Physics shaping the worldview: Contents are selected to express the nature of physics as a discipline, the law of conservation of energy and the structures and dimensions of the universe. The contents also include familiarisation with physics‐related news, current topics, applications, and modern‐day research. C5 Interaction and motion: The contents are related to different types of interaction and states of motion of objects. Mechanical work and power are connected to energy qualitatively. 

C6 Electricity: The connection between voltage and the electric current is used as the basis for the examination of the electric circuit. Contents related to electrical safety at home and the use and generation of electricity are also selected. Electrical charge and magnetism are connected to the various phenomena of electric circuits qualitatively.  

Assessment of the pupil’s learning in physics in grades 7–9  Structuring work into smaller learning units, projects, or experimental assignments, each with their own objectives and assessment criteria, supports versatile assessment. The assessment of experimental work may progress hierarchically from basic working, observation, and measurement skills to instructed research assignments and, finally, to open‐ended research. The pupils are guided to recognise their previous knowledge, skills and preconceptions. Encouraging feedback supports particularly the development of research skills and the development of motivation. The assessment is based both on pupils’ versatile products and the observation of the pupils’ working processes. In addition to, the assessment covers the learning process and different stages of work. Self‐assessment and peer feedback as well as discussions between the teacher and the pupils may be used as support for assessment.  The final assessment of physics is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in physics at the conclusion of his or her studies. The final grade is formulated by relating the pupil’s achievement level to the school final assessment criteria for physics. In physics, the pupil’s competence generally develops in different objective areas until the conclusion of the syllabus. All school final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the school curriculum. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.     

Final assessment criteria for good knowledge and skills in physics (numerical grade 8) at the conclusion of the syllabus  Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the grade 8

Significance, values, and attitudes

O1toencourageandinspirethepupiltostudyphysics

C1‐C6

Notusedasabasisforgradeformulation.Thepupilisguidedinreflectingonhisorherexperiencesasapartofself‐assessment.

O2toguideandencouragethepupiltorecognisehisorherowncompetenceinphysics,setgoalsforhisorherownwork,andtoworkpersistently

C1‐C6 Goal‐orientedworkandlearning‐to‐learnskills

Thepupilisabletosetpersonalgoalsforsmalllearningunitsandtoworktoachievethem.Thepupilisabletodescribehisorhercompetencebasedonfeedbackfromtheteacherandpeersandself‐assessment.

O3toguidethepupiltoperceivethesignificanceofcompetenceinphysicsinhisorherdailylife,livingenvironment,andthesociety.

C1‐C6 Evaluatingthesignificanceofphysics

Usingexamples,thepupilisabletodescribehowknowledgeandskillsofphysicsareneededindifferentsituations.Thepupilisabletodescribethesignificanceofcompetenceinphysicsindifferentprofessionsandfurtherstudies.

O4toguidethepupiltousehisorhercompetenceinphysicsinbuildingasustainablefutureandtoevaluatehisorherpersonalchoicesintermsofsustainableuseofenergyresources

C1‐C6 Knowledgeandskillsofsustainabledevelopmentfromtheperspectiveofphysics

Usingexamples,thepupilisabletodescribehowcompetenceinphysicsisneededforbuildingasustainablefuture.Thepupilisabletodescribedifferentalternativesforasustainableuseofenergyresources.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

Research skills

O5toencouragethepupiltoformulatequestionsaboutthestudiedphenomenaandtofurtherdevelopthequestionstoserveasabasisforresearchandotheractivities

C1‐C6 Formulatingquestionsandplanningresearchandotheractivities

Thepupilisabletoformquestionsaboutthestudiedphenomenon.Thepupilisabletospecifythequestionstoserveasthetopicsofresearchorotheractivities,forexamplebylimitingvariables.

O6toguidethepupiltoconductexperimentalresearchincooperationwithothersandtoworksafelyandconsistently

C1‐C6 Conductinganexperimentalresearch

Thepupilisabletoworksafelyandtomakeobservationsandtakemeasurementsaccordingtoinstructionsoraplan.Thepupilisabletoconductdifferentexperimentalresearchtogetherwithothers.

O7toguidethepupiltoprocess,interpret,andpresenttheresultsofhisorherownresearchandtoevaluatethemandtheentireresearchprocess

C1‐C6 Processing,presenting,andevaluatingresearchresults

Thepupilisabletoprocess,interpret,andpresentresearchresults.Thepupilisabletoevaluatethecorrectnessandvalidityofresultsanddescribethefunctionalityoftheresearchprocess.

O8toguidethepupiltounderstandtheoperatingprinciplesandsignificanceoftechnologicalapplicationsandtoinspirethepupiltoparticipateinformingideasforsimpletechnologicalsolutionsanddesigning,developing,andapplyingthemincooperationwithothers

C1‐C6 Technologicalcompetenceandcooperationintechnologicalproblem‐solving

Thepupilisabletodescribesometechnologicalsolutionsandtheiroperatingprinciples.Thepupilisabletoworkincooperationinformingideasforatechnologicalsolutionaswellasplanning,developing,andapplyingit.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O9toguidethepupiltouseinformationandcommunicationtechnologyforacquiring,processing,andpresentinginformationandmeasurementresultsandtosupportthepupil’slearningbyusingillustrativesimulations

C1‐C6 Usinginformationandcommunicationtechnology

ThepupilisabletouseICTdevicesorapplicationsforacquiring,processing,andpresentinginformationandmeasurementresults.Thepupilisabletomakeobservationsanddrawconclusionsbasedonasimulation.

Knowledge of physics and its use

O10toguidethepupiltousetheconceptsofphysicsaccuratelyandtodevelophisorherconceptualstructurestobeincreasinglyconsistentwiththeconceptsofscientifictheories.

C1‐C6 Usingandstructuringconcepts

Thepupilisabletodescribeandexplainphenomenausingkeyconceptsofphysics.Thepupilisabletoconnectrelatedcharacteristicsanddescriptivequantitiestoaphenomenon.

O11toguidethepupiltousedifferentmodelsindescribingandexplainingphenomenaandinmakingpredictions

C1‐C6 Usingmodels Thepupilisabletousesimplemodelsandmakepredictionsandpractisesformingsimplemodelsbasedonmeasurementresults.Thepupilisabletodescribeamodelandidentifythelimitationsordeficienciesofamodel.

O12toguidethepupiltouseandevaluatedifferentsourcesofinformationcriticallyandtoexpressandjustifydifferentviewsinamannercharacteristicofphysics

C1‐C6 Argumentation‐skillsandusingsourcesofinformation

Thepupilisabletosearchforinformationfromdifferentsourcesandselectsomereliablesourcesofinformation.Thepupilisabletoexpressandjustifydifferentviewsinamannercharacteristicofphysics.

O13toguidethepupiltoperceivethequalityanddevelopmentofscientificknowledgeandscientificapproachestoproducinginformation

C1,C4 Perceivingthequalityofscien‐tificknowledge

Usingexamplesrelatedtophysics,thepupilisabletodescribethequalityanddevelopmentofscientificknowledge.Usingexamples,thepupilisabletodescribescientificapproachestoproducinginformation.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O14toguidethepupiltoobtainsufficientknowledgeoninteraction,motion,andelectricityneededinfurtherstudies

C5,C6 Achievingthenecessaryknow‐ledgeforfurtherstudies

Thepupilisabletousekeyconcepts,objects,phenomena,features,quantities,models,andlawsrelatedtointeraction,motion,andelectricityinfamiliarsituations.

O15toguidethepupiltoapplyhisorherknowledgeandskillsinphysicsinmultidisciplinarylearningmodulesandtoprovideopportunitiesforgettingacquaintedwithapplyingphysicsindifferentsituations,suchasinnature,industries,organisations,orscientificcommunities

C1‐C6 Applyingknowledgeandskillsindifferentsituations

Thepupilisabletousehisorherknowledgeandskillsinphysicsinamultidisciplinarylearningmoduleorinasituationwherephysicsisappliedindifferentenvironments.

  

Chemistry  In grades 7–9, the subject of chemistry is learned to support the development of the pupils’ scientific thinking and worldview. The instruction of chemistry helps the pupils understand the significance of chemistry and its applications in daily life, the living environment, the society, and technology. The instruction supports the pupils’ ability to make choices and to use their knowledge and skills in different life situations. The pupils learn that chemistry has an important role in building a sustainable future. The pupils are guided to take responsibility for their environment.  The task of the instruction of chemistry is to support the construction of concepts related to chemistry and the understanding of phenomena. In grades 7–9, the emphasis of learning is on the macroscopic level, but as the pupils develop their abstract thinking, more emphasis is given also to submicroscopic and symbolic models. Teaching and learning proceeds from the pupils’ previous experiences and observations to describing and explaining phenomena and modelling the structure of matter and chemical reactions using the language of chemical symbols. The instruction guides the pupils to think in a manner characteristic of science, to acquire and use knowledge, to form ideas, and to be interactive as well as to evaluate the reliability and significance of knowledge in different situations.  The teaching and learning of chemistry is based on observation and examination of substances and phenomena connected to the pupils’ living environment. Conducting research has an essential 

importance for adopting concepts, learning research skills, and perceiving the quality of natural sciences. Conducting research develops working and team work skills and creative and critical thinking as well as encourages the pupils to study chemistry.   Objectives of instruction in chemistry in grades 7–9 Objectives of instruction Content areas

related to the objectives

Transversal competences

Significance, values, and attitudes

O1toencourageandinspirethepupiltostudychemistry C1‐C6 T1O2toguideandencouragethepupiltorecognisehisorherowncompetenceinchemistry,setgoalsforhisorherownwork,andtoworkpersistently

C1‐C6 T1,T6

O3toguidethepupiltoperceivethesignificanceofcompetenceinchemistryinhisorherdailylife,livingenvironment,andthesociety

C1‐C6 T6,T7

O4toguidethepupiltousehisorhercompetenceinchemistryinbuildingasustainablefutureandtoevaluatehisorherpersonalchoicesintermsofsustainableuseofnaturalresourcesandproductlifecycles

C1‐C6 T3,T7

Research skills

O5toencouragethepupiltoformulatequestionsaboutthestudiedphenomenaandtofurtherdevelopthequestionstoserveasabasisforresearchandotheractivities

C1‐C6 T1,T7

O6toguidethepupiltoconductexperimentalresearchincooperationwithothersandtoworksafelyandconsistently

C1‐C6 T2,T5

O7toguidethepupiltoprocess,interpret,andpresenttheresultsofhisorherownresearchandtoevaluatethemandtheentireresearchprocess

C1‐C6 T2,T5

O8toguidethepupiltoperceivetheapplicationofchemistryintechnologyandtoparticipateinformingideasforsolutionsconnectedtochemistry,anddesigning,developing,andapplyingthemincooperationwithothers

C1‐C6 T2,T3,T5

O9toguidethepupiltouseinformationandcommunicationtechnologyforacquiring,processing,andpresentinginformationandresearchresultsandtosupportthepupil’slearningbyusingillustrativesimulations

C1‐C6 T5

Objectives of instruction Content areas related to the objectives

Transversal competences

Knowledge of chemistry and its use

O10toguidethepupiltousetheconceptsofchemistryaccuratelyandtodevelophisorherconceptualstructurestobeincreasinglyconsistentwiththeconceptsofscientifictheories

C1‐C6 T1

O11toguidethepupiltousedifferentmodelstodescribeandexplainthestructureofmatterandchemicalphenomena

C1‐C6 T1

O12toguidethepupiltouseandevaluatedifferentsourcesofinformationcriticallyandtoexpressandjustifydifferentviewsinamannercharacteristicofchemistry

C1‐C6 T2,T4

O13toguidethepupiltoperceivethequalityanddevelopmentofscientificknowledgeandscientificapproachestoproducinginformation

C1‐C6 T1,T4

O14toguidethepupiltounderstandthebasicprinciplesofthecharacteristicsandstructureofmatterandchangesinsubstances

C5,C6 T1

O15toguidethepupiltoapplyhisorherknowledgeandskillsinchemistryinmultidisciplinarylearningmodulesandtoprovideopportunitiesforgettingacquaintedwithapplyingchemistryindifferentsituations,suchasinnature,industries,organisations,orscientificcommunities

C1‐C6 T6

 

Key content areas related to the objectives of chemistry in grades 7–9  The contents are selected to support the achievement of objectives, and local possibilities are utilised in the selection. The contents are interconnected so that scientific research (S1) is connected to other content. Content areas are utilised in forming learning units for each grade. C1 Scientific research: The principles of working safely and basic working skills lay a foundation for experimental working. Suitable contents for closed‐ended and open‐ended research are selected from different content areas as well from pupils’ topics of interest. When conducting research, the relevant stages of the research process are emphasized. The pupils get acquainted with utilising ICT at different stages of research. C2 Chemistry in the pupil’s daily life and living environment: Contents are selected to allow the pupils to consider phenomena of their own lives and living environment, particularly from the viewpoint of health and safety. When selecting contents, the possibilities of the local environment and the state of the pupils’ surroundings are taken into account. The pupils get acquainted with chemicals and fire safety at home. They examine changes in states of matter.  C3 Chemistry in the society: Contents related to chemical phenomena and applications are chosen particularly from the viewpoint of technology and the well‐being of the humankind. The main 

emphasis is on sustainable use of natural resources, and the idea of product life cycle is one of the used perspectives.  C4 Chemistry shaping the worldview: Contents are selected to express the nature of chemistry as a discipline, the laws of conservation of mass and energy and the dimensions of nature. The contents include familiarisation with chemistry‐related news, current topics, applications, and modern‐day research. C5 Properties and structure of substances: The pupils examine the properties of mixtures and pure substances. Models and simulations are used to help the pupils perceive the structure of chemical compounds.  C6 Properties and changes in substances: The pupils familiarise themselves with the changes of energy and substances in chemical reactions. They make observations on reaction rate and consider factors that influence it. They practise interpreting the language of chemical symbols and simple reaction equations.   

Assessment of the pupil’s learning in chemistry in grades 7–9  Structuring work into smaller learning units, projects, or experimental assignments, each with their own objectives and assessment criteria, supports versatile assessment. The assessment of experimental work may progress hierarchically from the principles of safe working to skill assignments, and from closed research assignments all the way to open‐ended research. The pupils are guided to recognise their previous knowledge, skills and preconceptions. Encouraging feedback supports particularly the development of research skills and the development of motivation. At the end of learning units, the achievement of the set objectives is assessed and attention is directed towards new development challenges. The assessment is based both on pupils’ versatile products and the observation of the pupils’ working processes. In addition to the contents of the pupils’ products, the assessment covers the learning process and different stages of work. Self‐assessment and peer feedback as well as discussions between the teacher and the pupils may be used as support for assessment.  The final assessment of chemistry is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in chemistry at the conclusion of his or her studies. The final grade is formulated by relating the pupil’s achievement level to the school’s final assessment criteria for chemistry. In chemistry, the pupil’s competence generally develops in different objective areas until the conclusion of the syllabus. All school final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the school curriculum. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.  

Final assessment criteria for good knowledge and skills in chemistry (numerical grade 8) at the conclusion of the syllabus  Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the grade 8

Significance, values, and attitudes

O1toencourageandinspirethepupiltostudychemistry

C1‐C6

Notusedasabasisforgradeformulation.Thepupilisguidedinreflectingonhisorherexperiencesasapartofself‐assessment.

O2toguideandencouragethepupiltorecognisehisorherowncompetenceinchemistry,setgoalsforhisorherownwork,andtoworkpersistently

C1‐C6 Goal‐orientedworkandlearning‐to‐learnskills

Thepupilisabletosetpersonalgoalsforsmalllearningunitsandtoworktoachievethem.Thepupilisabletodescribehisorhercompetencebasedonfeedbackfromtheteacherandpeersandself‐assessment.

O3toguidethepupiltoperceivethesignificanceofcompetenceinchemistryinhisorherdailylife,livingenvironment,andthesociety

C1‐C6 Evaluatingthesignificanceofchemistry

Usingexamples,thepupilisabletodescribehowknowledgeandskillsofchemistryareneededindifferentsituations.Thepupilisabletodescribethesignificanceofcompetenceinchemistryindifferentprofessionsandfurtherstudies.

O4toguidethepupiltousehisorhercompetenceinchemistryinbuildingasustainablefutureandtoevaluatehisorherpersonalchoicesintermsofsustainableuseofnaturalresourcesandproductlifecycles

C1‐C6 Knowledgeandskillsofsustainabledevelopmentfromtheperspectiveofchemistry

Usingexamples,thepupilisabletodescribehowcompetenceinchemistryisneededforbuildingasustainablefuture.Thepupilisabletodescribedifferentalternativesfromtheperspectiveofsustainableuseofnaturalresources

andproductlifecycles.Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the grade 8

Research skills

O5toencouragethepupiltoformulatequestionsaboutthestudiedphenomenaandtofurtherdevelopthequestionstoserveasabasisforresearchandotheractivities

C1‐C6 Formulatingquestionsandplanningresearchandotheractivities

Thepupilisabletoformquestionsaboutthestudiedphenomenon.Thepupilisabletospecifythequestionstoserveasthetopicsofresearchorotheractivities,forexamplebylimitingvariables.

O6toguidethepupiltoconductexperimentalresearchincooperationwithothersandtoworksafelyandconsistently

C1‐C6 Conductinganexperimentalresearch

Thepupilmastersbasicworkingskillsandisabletoworksafelyandtomakeobservationsaccordingtoinstructionsoraplan.Thepupilisabletoconductdifferentclosed‐endedandopen‐endedexperimentalresearchtogetherwithothers.

O7toguidethepupiltoprocess,interpret,andpresenttheresultsofhisorherownresearchandtoevaluatethemandtheentireresearchprocess

C1‐C6 Processing,presenting,andevaluatingresearchresults

Thepupilisabletoprocess,interpret,andpresentresearchresults.Thepupilisabletoevaluatethecorrectnessandvalidityofresultsanddescribethefunctionalityoftheresearchprocess.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O8toguidethepupiltoperceivetheapplicationofchemistryintechnologyandtoparticipateinformingideasforsolutionsconnectedtochemistry,anddesigning,developing,andapplyingthemincooperationwithothers

C1‐C6 Technologicalcompetenceandcooperationintechnologicalproblem‐solving

Thepupilisabletodescribesomeexamplesofapplyingchemistryintechnology.Thepupilisabletoworkincooperationinformingideasforasimplechemistry‐basedsolutionandtoplan,develop,andapplyit.

O9toguidethepupiltouseinformationandcommunicationtechnologyforacquiring,processing,andpresentinginformationandresearchresultsandtosupportthepupil’slearningbyusingillustrativesimulations

C1‐C6 Usinginformationandcommunicationtechnology

ThepupilisabletouseICTdevicesorapplicationsforacquiring,processing,andpresentinginformationandresearchfindings.Thepupilisabletomakeobservationsanddrawconclusionsbasedonasimulation.

Knowledge of chemistry and its use

O10toguidethepupiltousetheconceptsofchemistryaccuratelyandtodevelophisorherconceptualstructurestobeincreasinglyconsistentwiththeconceptsofscientifictheories

C1‐C6 Usingandstructuringconcepts

Thepupilisabletousekeyconceptsofchemistryincorrectcontextsandtoconnectthemwithoneanother.Thepupilisabletodescribeandexplainphenomenausingkeyconceptsofchemistry.

O11toguidethepupiltousedifferentmodelstodescribeandexplainthestructureofmatterandchemicalphenomena

C1‐C6 Usingmodels Thepupilisabletodescribethestructureofmatterandchemicalphenomenausingmodelsanddescriptions.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O12toguidethepupiltouseandevaluatedifferentsourcesofinformationcriticallyandtoexpressandjustifydifferentviewsinamannercharacteristicofchemistry

C1‐C6 Argumentation‐skillsandusingsourcesofinformation

Thepupilisabletosearchforinformationfromdifferentsourcesandselectsomereliablesourcesofinformation.Thepupilisabletoexpressandjustifydifferentviewsinamannercharacteristicofchemistry.

O13toguidethepupiltoperceivethequalityanddevelopmentofscientificknowledgeandscientificapproachestoproducinginformation

C1,C4 Perceivingthequalityofscien‐tificknowledge

Usingexamplesrelatedtochemistry,thepupilisabletodescribethequalityanddevelopmentofscientificknowledge.Usingexamples,thepupilisabletodescribescientificapproachestoproducinginformation.

O14toguidethepupiltounderstandthebasicprinciplesofthecharacteristicsandstructureofmatterandchangesinsubstances

C5,C6 Achievingthenecessaryknow‐ledgeforfurtherstudies

Thepupilisabletousekeyconcepts,phenomena,andmodelsrelatedtotheproperties,structures,andchangesofsubstances.

O15toguidethepupiltoapplyhisorherknowledgeandskillsinchemistryinmultidisciplinarylearningmodulesandtoprovideopportunitiesforgettingacquaintedwithapplyingchemistryindifferentsituations,suchasinnature,industries,organisations,orscientificcommunities

C1‐C6 Applyingknowledgeandskillsindifferentsituations

Thepupilisabletousehisorherknowledgeandskillsinchemistryinamultidisciplinarylearningmoduleorinasituationwherechemistryisappliedindifferentenvironments.

     

History  In grades 7–9, the task of the subject of history is to deepen the pupil’s understanding on the nature of historical knowledge. The instruction supports the pupils in developing their own identity and familiarises them with the impacts of cultures on individuals and societies. Interactive and inquiry‐based working methods are emphasised in the instruction.   Objectives of instruction in history in grades 7–9 Objectives of instruction Content areas

related to the objectives

Transversal competences

Significance, values, and attitudes

O1tostrengthenthepupil’sinterestinhistoryasafieldofknowledgeandasasubjectthatbuildshisorheridentity

C1–C6 T1‐T7

Acquiring information about the past

O2toactivatethepupiltoacquirehistoricalinformationfromdiverseage‐appropriatesourcesandtoevaluatetheirreliability

C1–C6 T1‐T5

O3tohelpthepupilunderstandthathistoricalinformationcanbeinterpretedindifferentways

C1–C6 T1,T2,T4

Understanding historical phenomena

O4tostrengthenthepupil’sabilitytounderstandhistoricaltimeandtherelatedconcepts

C1–C6 T1,T2,T3

O5toguidethepupilinunderstandingfactorsthathaveinfluencedhumanactionsanddecision‐makingindifferenthistoricalsituations

C1–C6 T1‐T4,T6,T7

O6tohelpthepupiltoconsiderdifferentreasonsforhistoricaleventsandphenomena

C1–C6 T1,T2,T4

O7toguidethepupiltoanalysehistoricalchangeandcontinuityC1–C6 T1,T2,T4Applying historical knowledge

O8toencouragethepupiltomakeinterpretations C1–C6 T1,T2,T4O9toguidethepupiltoexplaintheintentionsofhumanactivity C1–C6 T1‐T4,T7O10toguidethepupiltoexplainwhyhistoricalinformationcanbeinterpretedanduseddifferentlyindifferentsituationsandtocriticallyevaluatethereliabilityofinterpretations

C1–C6 T1,T2,T4,T5

O11toguidethepupilindevelopinghisorhercompetenceinusingavarietyofsources,comparingthem,andforminghisorherownjustifiedinterpretationbasedonthosesources

C1–C6 T1,T2,T4,T5

O12toguidethepupiltoevaluatealternativefuturesbasedonhisorherknowledgeofhistory

C1–C6 T1‐T7

 

Key content areas related to the objectives of history in grades 7–9  The contents are selected to support the achievement of the objectives. In the key content areas, attention is paid to the history of the pupil’s family, region, and local area, when appropriate. Content areas may be dealt with either chronologically or thematically. C1 The origins and development of the industrial society: The pupils familiarise themselves with a phenomenon that has changed the lives of human beings and the relationship between humans and nature as well as the world. C2 People changing the world: The pupils familiarise themselves with social ideologies, their significance and consequences as well as how people have been able to make an impact in their time. C3 Creating, building the world: The pupils familiarise themselves with the significance of culture for building identity. C4 The Great War era: The pupils familiarise themselves with the World Wars, the Cold War and surviving a war, particularly from the viewpoint of ordinary people and human rights issues. The pupils learn about crimes against humanity, such as the Holocaust and other forms of persecution as well as the promotion of human rights.  C5 Building the welfare state: The pupils explore the history of everyday life and the origins of the current way of life in various parts of the world. In addition to benefits development has brought the individual, the pupils learn about the change in the economic structure, service professions becoming more commonplace, as well as urbanisation. C6 The origins of the world politics of today: The pupils explore the shared history of developed and developing countries and the origins of new kinds of political tensions in the world as well as solutions for them.  

Assessment of the pupil’s learning in history in grades 7–9  In the subject of history, the aim of feedback is to encourage the pupils to make their own interpretations and argue their views. In addition to written assignments, the pupils’ diverse was of working and producing shall be taken into account in the assessment. Rather than the memorisation of contents, the assessment pays attention to the application of knowledge and command of historical thinking. The final assessment of history is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in history at the conclusion of his or her studies. The final grade is formulated by relating the pupil’s achievement level to the school’s final assessment criteria for history. The development of historical competence is a cumulative process in which the studied contents are used to reinforce the pupils’ historical thinking. All school final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the school curriculum. The pupil is awarded the grade eight (8) if he or 

she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.  Final assessment criteria for good knowledge and skills in history (numerical grade 8) at the conclusion of the syllabus Objectives of instruction Con-tent

- are-as Assessment targets in the subject

Knowledge and skills for the grade 8

Significance, values, and attitudes

O1tostrengthenthepupil’sinterestinhistoryasafieldofknowledgeandasasubjectthatbuildshisorheridentity

C1–C6

Notusedasaprincipleforgradeformulation.Thepupilisguidedinreflectingonhisorherexperiencesasapartofself‐assessment.

Acquiring information about the past

O2toactivatethepupiltoacquirehistoricalinformationfromdiverseage‐appropriatesourcesandtoevaluatetheirreliability

C1–C6 Acquiringhistoricalinformation

Thepupilisabletosearchforinformationfromdifferenthistoricalsourcesofinformationanddetectsdifferencesintheirreliability.

O3tohelpthepupilunderstandthathistoricalinformationcanbeinterpretedindifferentways

C1–C6 Interpretingsources

Thepupilisabletoreadandinterpretdifferentsources.

Understanding historical phenomena

O4tostrengthenthepupil’sabilitytounderstandhistoricaltimeandtherelatedconcepts

C1–C6 Understandingchronology

Thepupilisabletoplacethestudiedtopicsintotheirtemporalcontextsandthusinachronologicalorder.

O5toguidethepupilinunderstandingfactorsthathaveinfluencedhumanactionsanddecision‐makingindifferenthistoricalsituations

C1–C6 HistoricalempathyThepupilisabletoputhimselforherselfinthepositionofapersonofthepastandtodescribethemotivationsofhisorheractions.

O6tohelpthepupiltoconsiderdifferentreasonsforhistoricaleventsandphenomena

C1–C6 Understandingcausalrelationshipsinhistory

Thepupilisabletoseparatefactorsexplaininghistoricaleventsorphenomenafromlessimportantfactors.

Objectives of instruction Con-tent - are-as

Assessment targets in the subject

Knowledge and skills for the grade 8

O7toguidethepupiltoanalysehistoricalchangeandcontinuity

C1–C6 Understandingchangeandcontinuity

Thepupilisabletoexplainwhyinsomespheresoflife,peopleonceacteddifferentlythanpeopleacttodayandinotherspheresinasimilarway.

Applying historical knowledge

O8toencouragethepupiltomakeinterpretations

C1–C6 Interpretinghistory

Thepupilknowshowtoformhisorherownjustifiedinterpretationisabletoformjustifiedinterpretationsofhistoricalevents.

O9toguidethepupiltoexplaintheintentionsofhumanactivity

C1–C6 Explaininghumanactivity

Thepupilisabletodescribetheintentionsofhumanactivity.

O10toguidethepupiltoexplainwhyhistoricalinformationcanbeinterpretedanduseddifferentlyindifferentsituationsandtocriticallyevaluatethereliabilityofinterpretations

C1–C6 Explainingandevaluatinghistoricalinterpretations

Thepupilisabletoevaluatethereliabilityofinterpretationsofhistoricaleventsorphenomena.

O11toguidethepupilindevelopinghisorhercompetenceinusingavarietyofsources,comparingthem,andforminghisorherownjustifiedinterpretationbasedonthosesources

C1–C6 Producinghistoricalknowledge

Thepupilisabletoanswerquestionsaboutthepastbyusinginformationheorshehasobtainedfromdifferentsources.

O12toguidethepupiltoevaluatealternativefuturesbasedonhisorherknowledgeofhistory

C1–C6 Knowledgeofhistory

Thepupilisabletodescribehowinterpretationsofthepastareusedtojustifychoicesmadeforthefuture.

    

Social studies  In grades 7–9, the instruction emphasises the pupils’ opportunities and skills of democratic involvement as well as their responsibility in choices concerning their own lives. The pupils practise decision‐making and involvement in the school community and with other actors in the local community.  In the instruction, attention is paid to structures of the society and communal life as well as the concepts related to them. The pupils are guided to evaluate societal and economic issues and to compare the different opinions and ways of acting connected to them from the point of view of different groups of people and value objectives. When studying societal topics, the viewpoint is expanded to also cover global issues.  Objectives of instruction in social studies in grades 7–9 Objectives of instruction Content areas

related to the objectives

Transversal competences

Significance, values, and attitudes

O1toguidethepupiltodeepenhisorherinterestinthesurroundingsocietyandsocialstudiesasafieldofknowledge

C1‐C4 T4,T7

O2toguidethepupiltopractisehisorherethicalevaluationskillsrelatedtodifferenthuman,societal,andeconomicquestions

C1‐C4 T1,T2,T4,T7

Adopting knowledge and skills needed in the society and societal understanding

O3toguidethepupiltoperceivetheprinciplesoftheconstitutionalstateandtheuniversalsignificanceofhumanrightsaswellastodeepenhisorherknowledgeoftheoperationoftheFinnishlegalsystem

C2,C3 T2,T4,T7

O4toguidethepupiltodeepenandupdatehisorherknowledgeandskillsrelatedtothesociety,thefunctioningofeconomy,andprivatefinancesaswellastocriticallyevaluatetheroleandsignificanceofthemedia

C1‐C3 T3,T4,T5

Using and applying societal knowledge

O5toencouragethepupiltobecomeentrepreneurialandresponsibleeconomicactorwithknowledgeofentrepreneurshipandworkinglifeaswellasoftheopportunitiesprovidedbythemandwiththeabilitytoplanhisorherownfuture

C1,C4 T1,T4,T7,T6

Objectives of instruction Content areas related to the objectives

Transversal competences

O6toguidethepupiltoexaminesocietalactivityaswellasdifferentcommunitiesandminoritygroupsdiverselyandwithanopenmind

C1,C2,C3 T2,T4

O7toguidethepupilinunderstandingtheprinciplesofdecision‐makinganddemocraticpracticesonlocal,national,andEuropeanUnionlevelaswellasgloballyandinbeinganactivecitizenwhodevelopshisorherlocalcommunity

C1‐C3 T1,T4,T7

O8toguidethepupiltounderstandthebasicsofeconomy,tomanagehisorherpersonalfinances,andtoactasaresponsibleconsumerwiththeprinciplesofsustainabledevelopment

C1,C4 T2,T4,T6,T7

O9toguidethepupiltoexpandhisorherviewsonthesocietyandtoparticipateinsocietalactivityanddiscussionaswellastousehisorhermediaskillsandknowledgeofthesocietyinforminghisorherviewsandinactingasacitizen

C1‐C4 T1,T2,T7

 

Key content areas related to the objectives of social studies in grades 7–9  The contents are selected to support the achievement of the objectives.  C1 Daily life and personal life management: The pupils familiarise themselves with the responsibilities, obligations, rights of the individual and the management of personal life and finances. The pupils learn about different opportunities for planning their future by familiarising themselves with working life and industries. The promotion of the well‐being and security of the pupils and their communities, such as families, is discussed.   C2 Democratic society: The pupils explore the principles and practices of the society and the constitutional state. They become familiarised with human rights and international conventions related to them. Social structures and exercise of authority are included in the contents of the instruction. The pupils also examine how opinions are channelled into actions and decision‐making by the individual, organisations, the media, and public authority in Finland and internationally.  C3 Active citizenship and involvement: The pupils familiarise themselves with different channels and means of involvement. The development of skills needed in civic involvement, working life, and economic activity is supported by providing the pupils with authentic opportunities for active, responsible, and constructive cooperation and involvement both in the daily school life and with actors outside of school.   C4 Economic activity: The pupils familiarise themselves with the basic concepts, phenomena, and key actors of the economy and also examine the economy from the viewpoints of sustainable development and different economic actors. They also become acquainted with economic and 

welfare issues, for example through work, professions, and entrepreneurship. Local and global viewpoints are taken into account in the examination of economic phenomena.   

Assessment of the pupil’s learning in social studies in grades 7–9  The assessment of learning in social studies guides and encourages the pupils. Versatile feedback is used to encourage the pupils to be active in their local communities and to apply their societal and economic knowledge and skills in practice in daily life. The pupils’ diverse ways of acting and producing are taken into account in the assessment. The assessment supports the application of societal knowledge and skills. Attention is paid to how diversely the pupils learn to build their views of the society and to justify them. The final assessment of social studies is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in social studies at the conclusion of his or her studies. The final grade is formulated by relating the pupil’s achievement level to the school’s final assessment criteria for social studies. In social studies, the pupils develop their knowledge and skills in all objective areas until the conclusion of the syllabus. All school final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the school curriculum. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.  Final assessment criteria for good knowledge and skills in social studies (numerical grade 8) at the conclusion of the syllabus Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the grade 8

Significance, values, and attitudes

O1toguidethepupiltodeepenhisorherinterestinthesurroundingsocietyandsocialstudiesasafieldofknowledge

C1–C4

Notusedasaprincipleforgradeformulation.Thepupilisguidedinreflectingonhisorherexperiencesasapartofself‐assessment.

O2toguidethepupiltopractisehisorherethicalevaluationskillsrelatedtodifferenthuman,societal,andeconomicquestions

C1‐C4

Notusedasaprincipleforgradeformulation.Thepupilisguidedinreflectingonhisorherexperiencesasapartofself‐assessment.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

Adopting knowledge and skills needed in the society and societal understanding

O3toguidethepupiltoperceivetheprinciplesoftheconstitutionalstateandtheuniversalsignificanceofhumanrightsaswellastodeepenhisorherknowledgeoftheoperationoftheFinnishlegalsystem

C2,C3 Perceivingtheprinciplesandfunctionsoftheconstitutionalstate

Thepupilisabletodescribeandexplaintheprinciplesofhumanrights,theconstitutionalstateandthestructureandoperationoftheFinnishlegalsystem.

O4toguidethepupiltodeepenandupdatehisorherknowledgeandskillsrelatedtothesociety,thefunctioningofeconomy,andprivatefinancesaswellastocriticallyevaluatetheroleandsignificanceofthemedia

C1–C3Knowledgeandskillsrelatedtothesociety,media,economy,andfinances

Thepupilisabletodescribetheoperationofthesociety,economy,andmediaandtoexaminethepublicdiscussionrelatedtothem.

Using and applying societal knowledge

O5toencouragethepupiltobecomeentrepreneurialandresponsibleeconomicactorwithknowledgeofentrepreneurshipandworkinglifeaswellasoftheopportunitiesprovidedbythemandwiththeabilitytoplanhisorherownfuture

C1,C4 Entrepreneurshipandworkinglifecompetence

Thepupilisabletodescribethesocietalsignificanceofworkinglifeandentrepreneurshipandtoevaluatetheopportunitiesprovidedbythemalsoforhisorherfuture

O6toguidethepupiltoexaminesocietalactivityaswellasdifferentcommunitiesandminoritygroupsdiverselyandwithanopenmind

C1–C3Examiningdifferentcommunitiesandminorities

Thepupilisabletoexamineanddiscussdifferentcommunitiesandminoritiesinaconstructiveandstructuredmanner.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O7toguidethepupilinunderstandingtheprinciplesofdecision‐makinganddemocraticpracticesonlocal,national,andEuropeanUnionlevelaswellasgloballyandinbeinganactivecitizenwhodevelopshisorherlocalcommunity

C1–C3Perceivingtheprinciplesofsocietaldecision‐makingandknowingthebasicrulesandpracticesofdemocracy

Thepupilisabletogiveexamplesofpoliticaldecision‐making,exerciseofauthority,societalstructuresandoperationsonlocal,national,andEuropeanUnionlevelaswellasgloballyandtoactaccordingtothebasicrulesandprinciplesofdemocracywhendevelopinghisorherlocalcommunity.

O8toguidethepupiltounderstandthebasicsofeconomy,tomanagehisorherpersonalfinances,andtoactasaresponsibleconsumerwiththeprinciplesofsustainabledevelopment

C1,C4 Perceivingthebasicsofeconomy

Thepupilisabletoexplainthesignificanceofsaving,investing,andconsuminginhisorherlifeandinthenationaleconomy.

O9toguidethepupiltoexpandhisorherviewsonthesocietyandtoparticipateinsocietalactivityanddiscussionaswellastousehisorhermediaskillsandknowledgeofthesocietyinforminghisorherviewsandinactingasacitizen

C1–C4 Societalthinking,participation,andinvolvementskills

Thepupilisabletoexpressandjustifyhisorheropinionappropriately,toapplydifferentskillsofinvolvement,andtoactconstructivelyasanactivecitizeninthelocalcommunity.

  

Music  In grades 7–9, the teaching and learning of music creates opportunities for the pupils to expand their musical competence and worldview. At the same time, the pupils are guided to interpret meanings in music and to structure emotions and experiences related to music. Teaching and learning also helps develop the pupils’ critical literacy of music cultures and guides them to analyse and evaluate how music can be used as a means of communication and involvement. Pupils’ agency and thinking skills are enhanced by revising and advancing previously learned musical skills. The pupils also get opportunities for planning and assessing their learning. They also have the opportunity to express themselves creatively through music and to produce music both 

independently and together with others. This is supported by creating connections to other forms of expression. When using information and communication technology, the pupils familiarise themselves with copyrights and different possibilities for using music and digital media and possible ethical issues connected to them.   Objectives of instruction in music in grades 7–9 Objectives of instruction Content areas

related to the objectives

Transversal competences

Participation

O1toencouragethepupiltoactconstructivelyasamemberofamusic‐makinggroupandmusicalcommunities

C1‐C4 T2,T7

Musical knowledge and skills and creative production

O2toguidethepupiltomaintainhisorhervoicecontrolandsingingskillsandtodevelopthesefurtherasamemberofamusic‐makinggroup

C1‐C4 T2

O3toencouragethepupiltodevelophisorherskillsofplayingmusicindependentlyandtogetherwithothersusingbodypercussionandrhythm,melody,andpolyphonicinstruments

C1‐C4 T2

O4toencouragethepupiltoexperienceandexpresshimselforherselfthroughmovingtomusic

C1‐C4 T2

O5toofferthepupilopportunitiestoexperiencethesoundenvironmentandmusicthroughlisteningandmakingobservationsandtoguidethepupiltodiscusswhatheorshehasheard

C1‐C4 T2

O6toencouragethepupilindevelopingacreativerelationshipwithmusicandtoguidethepupiltoimprovise,arrange,andcomposemusicaswellastoengageincross‐disciplinaryworkinartisticsubjects

C1‐C4 T1,T2,T6

O7toguidethepupiltorecordmusicanduseinformationandcommunicationtechnologyincreativeexpressionbothwhenmakingmusicandasapartofmultidisciplinaryprojects

C1‐C4 T1,T2,T5

Cultural understanding and multiliteracy

O8toguidethepupiltoexaminemusicasanartformandtounderstandhowmusicisusedasameansofcommunicationandinvolvementindifferentcultures

C1‐C4 T2,T4

O9toencourageandguidethepupiltousemusicalconceptsandterminologywhendiscussingmusic

C1‐C4 T4

Objectives of instruction Content areas related to the objectives

Transversal competences

Safety and well-being in music

O10toguidethepupiltorecognisetheimpactsofmusiconemotionsandwell‐being

C1‐C4 T3,T4

O11toguidethepupiltotakecareofhisorherhearingandthesafetyofthemusic‐makingandsoundenvironment

C1‐C4 T3

Learning-to-learn skills in music

O12toguidethepupiltodevelophisorhermusicalskillsbypractising,tosetgoalsforhisorhermusicallearning,andtoassesshisorherprogressinrelationtothegoals.

C1‐C4 T1

 

Key content areas related to the objectives of music in grades 7–9  The pupils learn musical knowledge and skills through music making. The contents are selected to allow the pupils to familiarise themselves with a diverse range of musical cultures and genres. The contents support the achievement of goals and draw on both the pupils’ experiences and the possibilities of the local environment.  C1 Making music together: Versatile development of the pupils’ musical expression skills and ability to invent their own ideas and solutions are essential in teaching and learning.  C2 Components of music: Previously learned musical concepts and common approaches to musical notation are used in making music. As the pupils’ skills develop, conceptual thinking is enhanced and applied to different situations of making music. The significance of interpretation in musical expression is also discussed in teaching and learning.  C3 Music in the pupil’s life, community, and society: In addition to musical knowledge and skills, teaching and learning covers topics introduced by the pupils as well as their experiences and observations related to music. It is also important to study music from the viewpoint of consumption and social sustainability. The instruction creates connections between music and other subjects as well as different societal phenomena. At the same time, the pupils reflect on and critically evaluate the meanings of music in different life situations in different times and eras.  C4 Repertoire: The musical repertoire consists of a versatile range of music from different cultures and eras. Voice control and singing skills are practised by singing together, or by singing solos, doing vocal experimentations and different vocal exercises. Appreciation of cultural heritage, pieces of music, and assignments that inspire the pupils as well as the suitability of the repertoire for learning musical skills are taken into account when making selections for the repertoire. Pupils’ own creative output and compositions are also included in the repertoire.  

Assessment of the pupil’s learning in music in grades 7–9  Also in grades 7–9, the pupil needs realistic, but supportive and encouraging feedback. Guiding feedback helps the pupil to increasingly perceive musical composition and performance as well as musical expression and different meanings of music. The pupil needs feedback especially when he or she implements projects related to creative production and music technology. The final assessment of music is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in music at the conclusion of his or her studies. The final grade is formulated by relating the pupil’s achievement level to the school’s final assessment criteria for music. In music, the pupils develop their knowledge and skills in all objective areas until the conclusion of the syllabus. All school final assessment criteria are accounted for in the formulation of the final grade. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.  Final assessment criteria for good knowledge and skills in music (numerical grade 8) at the conclusion of the syllabus  Objectives of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the grade 8

Participation

O1toencouragethepupiltoactconstructivelyasamemberofamusic‐makinggroupandmusicalcommunities

C1‐C4 Actingasamemberofamusic‐makinggroup

Thepupilactsasamemberofamusic‐makinggroup,takescareofhisorherownpart,andencouragesothers.

Musical knowledge and skills and creative production

O2toguidethepupiltomaintainhisorhervoicecontrolandsingingskillsandtodevelopthesefurtherasamemberofamusic‐makinggroup

C1‐C4 Voicecontrolandsingingasamemberofamusic‐makinggroup

Thepupiluseshisorhervoiceasatoolformusicalexpressionandparticipatesinsingingtogetherwithothers,whileincludinghisorhersingingasacoherentpartofthemusicalcomposition.

O3toencouragethepupiltodevelophisorherskillsofplayingmusicindependentlyandtogetherwithothersusingbodypercussionandrhythm,melody,andpolyphonicinstruments

C1‐C4 Playingmusicasamemberofamusic‐makinggroup

Thepupilplaysbodypercussionandrhythm,melody,andpolyphonicinstrumentsandparticipatesinplayingtogetherwiththegrouprathereffortlessly.

Objectives of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O4toencouragethepupiltoexperienceandexpresshimselforherselfthroughmovingtomusic

C1‐C4 Movingtomusic Thepupilisabletoidentifythebasicbeatinthemusicheorsheismovingtoandtoadapthisorherphysicalexpressionaccordingtothemusic.

O5toofferthepupilopportunitiestoexperiencethesoundenvironmentandmusicthroughlisteningandmakingobservationsandtoguidethepupiltodiscusswhatheorshehasheard

C1‐C4 Listeningtothesoundenvironmentandmusicaswellasdiscussingit

Thepupillistenstothesoundenvironmentandmusicandisabletodescribehisorherobservations.

O6toencouragethepupilindevelopingacreativerelationshipwithmusicandtoguidethepupiltoimprovise,arrange,andcomposemusicaswellastoengageincross‐disciplinaryworkinartisticsubjects

C1‐C4 Creativeproductionofmusic

Thepupilisabletousemusicalorothervocalelementswhendevelopingandexecutingnewmusicalideasindependentlyorasamemberofagroup.

O7toguidethepupiltorecordmusicanduseinformationandcommunicationtechnologyincreativeexpressionbothwhenmakingmusicandasapartofmultidisciplinaryprojects

C1‐C4 Musictechnology Thepupilisabletousemusictechnologyinhisorherownorgroupexpression.

Cultural understanding and multiliteracy

O8toguidethepupiltoexaminemusicasanartformandtounderstandhowmusicisusedasameansofcommunicationandinvolvementindifferentcultures

C1‐C4 Culturalcompetence

Thepupilperceivesdifferentusesandmanifestationsofmusicandisabletoexplainhisorherperception.

O9toencourageandguidethepupiltousemusicalconceptsandterminologywhendiscussingmusic

C1‐C4 Usingmusicalconceptsandsymbols

Thepupilisabletousethebasicconcepts,notations,andtermsinmusicalactivity.

Objectives of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

Safety and well-being in music

O10toguidethepupiltorecognisetheimpactsofmusiconemotionsandwell‐being

C1‐C4 Recognisingtheimpactsofmusiconwell‐being

Theimpactsofmusiconwell‐beingandemotionsarediscussedwiththepupil,butthisobjectivedoesnotaffectgradeformulation.

O11toguidethepupiltotakecareofhisorherhearingandthesafetyofthemusic‐makingandsoundenvironment

C1‐C4 Takingcareofone’shearingandthesafetyofthemusic‐makingandsoundenvironment

Thepupilusesmusicequipmentinmusic‐makingsituationstakingintoaccount,forexamplesoundandmusicvolumeaswellasotherfactorsrelatedtosafety.

Learning-to-learn skills in music

O12toguidethepupiltodevelophisorhermusicalskillsbypractising,tosetgoalsforhisorhermusicallearning,andtoassesshisorherprogressinrelationtothegoals.

C1‐C4 Learningskills Withguidance,thepupilisabletosetgoalsrelatedtomakingmusic,movingtomusic,composing,andothercreativeproductionaswellastoevaluatehisorherprogressinrelationtothegoals.

Visual arts  

In grades 7–9, the pupils are guided to deepen their personal relationship with visual arts and other forms of visual culture and to set purposeful goals for their actions. The instruction strives to strengthen the pupils’ skills in visual production and encourages them to be active in diverse visual environments. The pupils get practice in examining the personal and societal meanings of visual arts and other forms of visual culture and in using them as means of participation and involvement. Teaching and learning supports the development of collaboration skills and builds connections to topical working approaches and phenomena of visual arts and other forms of visual culture. The pupils practise utilising information and communication technology and online environments creatively, critically, and responsibly. The aim is to ensure that the pupils have the necessary abilities for studies after basic education as well as the basic competences needed in working life and the society.      

Objectives of instruction in visual arts in grades 7–9 Objectives of instruction Content areas related to the

objectives Transversal competences

Visual perception and thinking

O1toencouragethepupiltoobservearts,theenvironment,andotherformsofvisualcultureusingmultiplesensesandtousedifferentmeansofvisualproductiondiversely

C1,C2,C3 T1,T3,T4,T5

O2toencouragethepupiltodiscussobservationsheorsheandothershavemadeandtojustifyhisorherviews

C1,C2,C3 T2,T4,T5,T6

O3toinspirethepupiltoexpresshisorherobservationsandthoughtsvisuallyusingdifferenttoolsandmodesofproducingknowledgeindifferentenvironments

C1,C2,C3 T2,T3,T4,T5

Visual production

O4toguidethepupiltoapplyvariousmaterials,techniques,andmeansofexpressionandtodeepenhisorherskillsofvisualproduction

C1,C2,C3 T2,T3,T5,T6

O5toguidethepupiltowardsanexploratoryapproachtoindependentandcollaborativevisualwork

C1,C2,C3 T1,T2,T3,T5

O6toencouragethepupiltoexpresshisorheropinionsandtoapplyvisualmeansofcommunicationandinfluenceinhisorherimages

C1,C2,C3 T1,T2,T4,T7

Interpreting visual culture

O7toguidethepupiltoapplyvisual,verbal,andothermeansofvisualinterpretation

C1,C2,C3 T1,T4,T5,T6

O8toguidethepupiltoexaminethesignificanceofvisualartsandotherformsofvisualculturefortheindividual,thecommunity,andthesocietyfromtheviewpointsofhistoryandculture

C1,C2,C3 T2,T3,T6,T7

O9toinspirethepupiltoapplymeansofvisualproductionfromdifferenttimesandculturesinhisorhervisualproduction

C1,C2,C3 T1,T2,T5,T6

Aesthetic, ecological, and ethical values

O10toguidethepupiltotakeastandonthevaluesexpressedinvisualarts,theenvironment,andotherformsofvisualculture

C1,C2,C3 T3,T4,T6,T7

O11toencouragethepupiltotakeculturaldiversityandsustainabledevelopmentintoaccountinhisorhervisualproductionaswellastoinfluencethroughhisorherimages

C1,C2,C3 T1,T2,T4,T7

  

Key content areas related to the objectives of visual arts in grades 7–9  The objectives of visual arts are approached by examining the pupils’ own visual cultures, the surrounding visual cultures, and the worlds of visual arts. The content areas complement one another, and the connections between them are also examined in teaching and learning. The selection of contents is based on the work, products, and phenomena of visual arts and other forms of visual culture meaningful for the pupils. The contents build connections between visual cultures that the pupils are familiar with and those that are new to them. The pupils are encouraged to participate in selecting the contents of instruction, the used imagery, working methods, and tools. The possibilities of the local environment are utilised in the selection of contents. C1 Pupils’ own visual cultures: Contents are selected from images created by the pupils and the visual cultures in which the pupils participate independently. Contents are also selected from phenomena that reshape the pupils’ own visual cultures. Pupils’ visual cultures are used as the basis of visual work. The significance of the pupils’ own visual cultures to their involvement in their surroundings and in the society is discussed in teaching and learning. C2 Visual cultures in the environment: The contents are selected from different environments, objects, media cultures, and virtual worlds. Contents are selected diversely from built and natural environments and the media. The development of the pupil’s understanding of broader questions concerning different environments and media is supported with the selected contents. Surrounding visual cultures are used as the basis for visual work. The significance of diverse environments and media is discussed in teaching and learning from the viewpoints of the pupils’ surroundings and the global world.  

C3 The worlds of visual arts: The contents are selected from visual arts produced during different times and in different environments and cultures. Pupils focus on different conceptions of art and diverse phenomena of visual arts by examining them from the viewpoints of the artist and the receiver as well as art institutions and the society. Works of art are used as the basis for visual work. The impacts of cultural diversity on both the production and interpretation of visual arts are discussed in teaching and learning from the viewpoints of the individual and the society.  

Assessment of the pupil’s learning in visual arts in grades 7–9  The assessment of learning in visual arts is guiding and encouraging and takes the pupil’s individual progress into account. The assessment supports the development of image production and interpretation skills, knowledge of visual arts and other forms of visual culture, persistent working approaches, and self‐assessment skills. The assessment guides the pupils to express their own ideas and appreciate the views of others. The assessment covers all areas of learning in visual arts determined in the objectives of instruction. The final assessment of visual arts is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in visual arts at the conclusion of his or her studies. The final grade is formulated by relating the pupil’s achievement level to the school’s final assessment criteria for visual arts. The pupil’s competence in visual arts develops in all areas of learning in visual arts described in the objectives of the instruction until the conclusion of the syllabus. All school final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the school curriculum. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.  Final assessment criteria for good knowledge and skills in visual arts (numerical grade 8) at the conclusion of the syllabus Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the grade 8

Visual perception and thinking

O1toencouragethepupiltoobservearts,theenvironment,andotherformsofvisualcultureusingmultiplesensesandtousedifferentmeansofvisualproductiondiversely

C1,C2,C3

Observingart,theenvironment,andotherformsofvisualcultures

Thepupilisabletousediverseobservationtoolsinexaminingtheenvironmentandimagesinit.

O2toencouragethepupilto C1,C2,Reflectingon Thepupilisabletoverbalisehis

discussobservationsheorsheandothershavemadeandtojustifyhisorherviews

C3 observationsandthoughts

orherobservationsandthoughtsaboutvisualarts,theenvironment,andotherformsofvisualculture.

O3toinspirethepupiltoexpresshisorherobservationsandthoughtsvisuallyusingdifferenttoolsandmodesofproducingknowledgeindifferentenvironments

C1,C2,C3

Expressingobservationsandthoughtsvisually

Thepupilisabletoexpresshisorherobservationsandthoughtsvisuallyusingdifferenttoolsandmodesofproducingknowledge

Visual production

O4toguidethepupiltoapplyvariousmaterials,techniques,andmeansofexpressionandtodeepenhisorherskillsofvisualproduction

C1,C2,C3

Advancingtheskillsofvisualproduction

Thepupilisabletousedifferentmaterials,techniques,andmeansofvisualproductioninhisorhervisualexpressioninagoal‐orientedmanner.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O5toguidethepupiltowardsanexploratoryapproachtoindependentandcollaborativevisualwork

C1,C2,C3

Usinganexploratoryapproach

Thepupilisabletouseanexploratoryapproachindependentlyandwhenworkinginagroup.

O6toencouragethepupiltoexpresshisorheropinionsandtoapplyvisualmeansofcommunicationandinfluenceinhisorherimages

C1,C2,C3

Influencingthroughvisualproduction

Thepupilaimsatinfluencinghisorhersurroundingsandotherformsofvisualculturebyusingvisualmeans.

Interpreting visual culture

O7toguidethepupiltoapplyvisual,verbal,andothermeansofvisualinterpretation

C1,C2,C3

Applyingmeansofvisualinterpretation

Thepupilisabletousesomevisual,verbal,andothermeansofvisualinterpretation.

O8toguidethepupiltoexaminethesignificanceofvisualartsandotherformsofvisualculturefortheindividual,thecommunity,andthesocietyfromtheviewpointsofhistoryandculture

C1,C2,C3

Reflectingonthesignificanceofvisualculture

Thepupilparticipatesindiscussionsonthesignificanceofvisualartsandotherformsofvisualculturesrelyingonhisorherowninterpretations.

O9toinspirethepupiltoapplymeansofvisualproductionfromdifferenttimesandculturesinhisorhervisualproduction

C1,C2,C3

Applyingthemeansofculturalvisualproduction

Thepupilisabletoapplysomeculturallydiversemeansofvisualproduction,

Aesthetic, ecological, and ethical values

O10toguidethepupiltotakeastandonthevaluesexpressedinvisualarts,theenvironment,andotherformsofvisualculture

C1,C2,C3

Expressingviews

Thepupilisabletoexpresshisorherviewsonthevaluesexpressedinvisualarts,theenvironment,andotherformsofvisualculture.

O11toencouragethepupiltotakeculturaldiversityandsustainabledevelopmentintoaccountinhisorhervisualproductionaswellastoinfluencethroughhisorherimages

C1,C2,C3

Visualproductionandinvolvement

Inhisorhervisualproduction,thepupilexaminesculturaldiversityandsustainabledevelopmentandrecognisesthepossibilitiesofinfluencingthroughimages.

   

Crafts In grades 7–9, the teaching and learning of crafts strengthens and deepens innovation and problem‐solving skills that emerge from the pupils’ own experiences as well as their knowledge and skills related to craft expression and making and designing crafts. The learning of crafts is based on observation and exploration of the built environment and the multimaterial world and application of knowledge. As the pupils deepen their skills in making crafts, different technological operating principles and related practical problems are also explored. The educational task of crafts is to support the pupils’ well‐being and life management skills as well as their choices related to working life and professions.  Objectives of instruction in crafts in grades 7–9 Objectives of instruction Content areas

related to the objectives

Transversal competences

O1toguidethepupiltoplanhisorherworkaswellastoproducewithideas,explore,andexperimentpersistently

C2‐C5 T2,T3

O2toguidethepupiltosetgoalsforhisorherlearningandworkincraftsaswellastoimplementanentirecraftprocessonthebasisofthesegoalsandtoassesshisorherlearning

C1‐C5 T1

O3toguidethepupiltofamiliarisehimselforherselfwithdifferenttools,materials,andsuitableworkingpracticesandtousethemdiverselyaswellastoproduceanddevelopnewideas

C1‐C5 T4,T6

O4toguidethepupiltousetheconcepts,signs,andsymbolsofcraftsfluentlyaswellastostrengthenhisorhervisual,material,andtechnologicalexpression

C1‐C5 T2,T4

O5toguidethepupiltoperceiveandanticipateriskfactorsrelatedtoworkingsituationsandtoreacttothemaswellastoactsafelyinthecraftprocess

C6 T3,T6

O6toguidethepupiltousethepossibilitiesofinformationandcommunicationtechnologyindesigning,producing,anddocumentingthecraftprocessaswellasinproducingandsharingcommunalinformation

C1‐C5 T5

O7toguidethepupiltounderstandthemeaningofcrafts,manualskills,andtechnologicaldevelopmentinhisorherownlife,thesociety,entrepreneurship,andworkinglife

C7 T6

O8toguidethepupiltothinkeconomicallyandtomakechoicesinthecraftsprocessthatpromoteasustainablewayofliving

C8 T1,T4,T7

 

Key content areas related to the objectives of crafts in grades 7–9  The contents enable the pupils to have versatile experiences of the different fields of crafts and to learn different craft skills. The content areas are used in forming coherent learning assignments that combine many different contents.  C1 Producing ideas: The pupils complete different product design assignments creatively and innovatively using the concepts, signs, and symbols of crafts. They implement their designs, strengthening their self‐expression. The pupils conduct self and peer assessment in different stages of the crafts process. C2 Design: The pupils familiarise themselves with the societal, cultural, and technological development of housing, transport, and clothing. The pupils utilise local traditions and opportunities as well as past and present traditions of different cultures in the planning, designing, and implementing of projects. C3 Experimentation: The pupils practise different ways of modifying, combining, and handling materials and using different traditional and new materials and production techniques creatively and confidently. Embedded systems are used in crafts, i.e. programming is applied in the designing and producing. C4 Documentation and assessment: In the product design and production process, the pupils familiarise themselves with the possibilities provided by different techniques. They analyse the design and user‐friendliness of products. The entire crafts process is documented using information and communication technology.  C5 Production: The pupils produce different high‐quality and functional products or pieces that are ecologically and ethically sustainable. They use craft tools, machines, and equipment diversely and appropriately.  C6 Occupational safety: The pupils familiarise themselves with work safety and observe and evaluate the dangers and risks of work as a part of the craft process. They work safely. C7 Entrepreneurial learning: The pupils familiarise themselves with entrepreneurial learning, entrepreneurship, and cooperation with organisations illustratively, virtually, or through study visits or visits to businesses. The significance of craft skills for working life is also taken into account. The offerings of cultural institutions are also utilised as a source of ideas.  C8 Awareness and participation: The pupils examine the different meanings of crafts and products from the viewpoints of the individual, the society, and the environment. They reflect on crafts as a means of promoting well‐being and sustainable development in daily life. They practise participation, involvement, and communication through crafts.   

Assessment of the pupil’s learning in crafts in grades 7–9  The assessment of learning is guiding and encouraging. The assessment is based on the complete crafts process, its objectives and criteria, and the continuous assessment and documentation of the whole learning process. It is ensured that pupils know the assessment criteria. The documentation of the different stages of the crafts process serves as a tool for assessment. The 

pupils receive versatile feedback on their progress and skills. The assessment supports the development of diverse craft skills. The pupils are provided with different opportunities for demonstrating their progress and they are encouraged to maintain their personal strengths as well as to manage their developing skills. The pupils are guided to assess their learning and offered different ways for conducting self and peer assessment. Giving feedback is reciprocal, which also allows the teacher to receive feedback on the used working methods and approaches. The final assessment of the subject is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in crafts at the conclusion of his or her studies. The final grade is formulated by relating the pupil’s achievement level to the school’s final assessment criteria for crafts. Competence in the subject develops throughout the entire basic education. All school final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the school curriculum. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others. The numerical grade is formulated in cooperation between the teachers involved in the instruction of crafts.  Final assessment criteria for good knowledge and skills in crafts (numerical grade 8) at the conclusion of the syllabus Objectives of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the grade 8

O1toguidethepupiltoplanhisorherworkaswellastoproducewithideas,explore,andexperimentpersistently

C2‐C5 Workingandproducing

Thepupilplanshisorherwork,isabletomakechoicesandseeksolutionsforhisorherwork.

O2toguidethepupiltosetgoalsforhisorherlearningandworkincraftsaswellastoimplementanentirecraftprocessonthebasisofthesegoalsandtoassesshisorherlearning

C1‐C5 Implementingacompletecraftsprocess

Thepupilisabletosetgoalsforhisorherworkandtoworkaccordingtothestagesofthecraftsprocessaswellastorealisticallyassesshisorherlearningduringthecraftsprocess.

Objectives of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O3toguidethepupiltofamiliarisehimselforherselfwithdifferenttools,materials,andsuitableworkingpracticesandtousethemdiverselyaswellastoproduceanddevelopnewideas

C1‐C5 Production,techniques,andworkingmethods

Thepupilisabletoselectsuitablematerials,techniquesandworkingmethodsandtousethemwhenproducingproducts/piecesheorshehasdesigned.

O4toguidethepupiltousetheconcepts,signs,andsymbolsofcraftsfluentlyaswellastostrengthenhisorhervisual,material,andtechnologicalexpression

C1‐C5 Visual,material,andtechnologicalexpression

Thepupilusesthekeyconceptsofcraftsandisabletopresenthisorherideasclearlyaswellastoimplementthemaccordingtoaplanwhiletakingaestheticsandfunctionalityintoaccount.

O5toguidethepupiltoperceiveandanticipateriskfactorsrelatedtoworkingsituationsandtoreacttothemaswellastoactsafelyinthecraftprocess

C6 Workingsafely Thepupilisabletoevaluatethedangersandrisksofworkandworkssafelyduringthecraftprocess.

O6toguidethepupiltousethepossibilitiesofinformationandcommunicationtechnologyindesigning,producing,anddocumentingthecraftprocessaswellasinproducingandsharingcommunalinformation

C1‐C5 ICT‐competenceCooperationskills

Thepupilisabletouseinformationandcommunicationtechnologyindependentlyandtogetherwithotherswhendesigning,producing,anddocumentinghisorherownorgroup’scraftsprocess.

O7toguidethepupiltounderstandthemeaningofcrafts,manualskills,andtechnologicaldevelopmentinhisorherownlife,thesociety,entrepreneurship,andworkinglife

C7 Perceivingthesignificanceofmanualskillsandcraftsindailylifeandthesociety

Usingexamples,thepupilisabletodescribethesignificanceofcraftsindailylife,thesociety,andworkinglife.

O8toguidethepupiltothinkeconomicallyandtomakechoicesinthecraftsprocessthatpromoteasustainablewayofliving

C8 Makingchoicesandjustifyingthem

Thepupilisableexplainandjustifythesignificanceofcraftsforasustainablewayoflivingandtomakechoicesaccordinglyinhisorherwork.

Physical education  In grades 7–9, the main emphasis is on versatile application of fundamental movement skills and improving physical capabilities by exercise with the help of different sports and other forms of physical activity. It is particularly important to strengthen the pupil’s positive self‐image and acceptance of his or her developing body. Physical education supports the pupils’ well‐being and growth towards independence and participation as well as encourages them to engage in health‐promoting physical activity independently. The pupils participate in planning the work according to their developmental stage and take responsibility for their own and their group’s activities.   Objectives of the instruction of physical education in grades 7–9 Objectives of instruction Content areas

related to the objectives

Transversal competences

Physical functional capacity

O1toencouragethepupilinbeingphysicallyactive,tryingdifferentformsofexercise,andpractisingwhilegivinghisorherbesteffort.

C1 T1,T3

O2toguidethepupiltopractiseperceptualmotorskills,inotherwordsobservinghimselforherselfandthesurroundingsusingdifferentsensesandmakingdecisionsappropriatefortheexercisesituations

C1 T1,T3,T4

O3toguidethepupiltodevelophisorherbalanceandlocomotorskillsthroughpracticesothatthepupilisabletouse,combine,andapplythemdiverselyindifferentlearningenvironments,duringdifferentseasons,andindifferentformsofphysicalactivity

C1 T3

O4toguidethepupiltodevelophisorhermanipulativeskillsthroughpracticesothatthepupilisabletouse,combine,andapplythemdiverselyindifferentlearningenvironments,usingdifferentequipment,duringdifferentseasons,andindifferentformsofphysicalactivity

C1 T3

O5toencourageandguidethepupiltoevaluate,maintain,anddevelophisorherphysicalfitness:strength,speed,enduranceandflexibility

C1 T3

O6tostrengthenthepupil’sswimmingandwaterrescueskillssothatthepupilisabletobothswimandrescuehimselforherselfandothersfromthewater

C1 T3

O7toguidethepupiltowardssafeandappropriateaction C1 T3,T6,T7

Objectives of instruction Content areas related to the objectives Transversal competences

Social functional capacity

O8toguidethepupiltoworktogetherwitheveryoneandtoregulatehisorheractionsandemotionalexpressioninexercisesituations,takingothersintoaccount

C2T2,T3,T6,T7

O9toguidethepupiltofollowtheprincipleoffairplayandtotakeresponsibilityforsharedlearningsituations

C2T2,T6,T7

Psychological functional capacity

O10toencouragethepupiltotakeresponsibilityforhisorheractionsandtosupportthepupil’sskillsinworkingindependently

C3T1,T2,T3

O11toensurethatthepupilshaveenoughpositiveexperiencesoftheirownbody,self‐efficacy,andtogetherness

C3T1,T2

O12tohelpthepupilunderstandtheimportanceofsufficientphysicalactivityandthesignificanceofaphysicallyactivelifestyletoholisticwell‐being

C3T3

O13tofamiliarisethepupilwithopportunities,knowledge,andskillsrelatedtocommonformsofphysicalactivityinordertohelphimorherfindsuitableformsofrecreationalphysicalactivitythatbringshimorherjoy

C3T1,T3

 

Key content areas related to the objectives of physical education in grades 7–9  C1 Physical functional capacity: Physical education includes plenty of physical activity. Safe assignments that develop the pupils’ perceptual motor and problem‐solving skills as well as their application diversely are selected for teaching and learning. Balance, locomotor and manipulative skills are strengthened by forms of exercise and sports diversely during different seasons and in versatile learning environments. Swimming instruction is included in physical education. Versatile assignments enable participation, self‐efficacy, independence as well as physical expression and aesthetic experiences. Teaching and learning includes assignments that aim at supporting the pupils in improving their strength, speed, endurance, and flexibility. The physical activity tasks help the pupils evaluate, maintain, and develop their physical functional capacity.  C2 Social functional capacity: Through physical activity tasks, the pupils learn to evaluate and develop their social functional capacity. Teaching and learning includes different kinds of pair and group assignments, play, exercises, and games where the pupils learn to take others into consideration as well as to help and assist others. Through the tasks, the pupils also learn to take responsibility for joint matters, their organisation and their rules. Group assignments increase positive communality. C3 Psychological functional capacity: Exercises where the pupils learn to make persistent efforts independently and together with others to reach a goal are used in physical education. Different kinds of assignments are used to practise taking responsibility. Physical activity assignments that bring the pupils joy and opportunities for recreation translate as positive emotions that reinforce 

experiences of self‐efficacy and a positive self‐image. The instruction provides the pupils with information about the significance of physical activity for growth and development. The pupils also familiarise themselves with the principles of training, and they are provided with information on the possibilities of recreational physical activities and the practices of different forms of exercise.  

Assessment of the pupil’s learning in physical education in grades 7–9 Versatile, encouraging, and instructive feedback and assessment are used to support the pupils in adopting a physically active lifestyle and growing through physical activity. They support the pupil’s positive self‐image as a physically active person. The pupils’ personal strengths and development needs are taken into account and supported in the feedback and assessment. The pupil’s state of health and special needs shall be taken into account in the instruction and assessment of physical education.  The assessment of physical education is based on the objectives of physical, social, and psychological functional capacity. The objects of assessment are learning (objectives 2‐6) and work (objectives 1 and 7‐10), and thus the pupil’s level in aspects of physical fitness is not used as the basis for assessment. Versatile methods are used in the assessment to provide the pupils with an opportunity to demonstrate their best skills. The pupils are guided to self‐assessment. The final assessment of the subject is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in the subject of physical education at the conclusion of his or her studies. The final grade is formulated by relating the pupil’s achievement level to the school’s final assessment criteria for physical education. Knowledge and skills in physical education develop cumulatively. All school final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the school curriculum. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.     

Final assessment criteria for good knowledge and skills in physical education (numerical grade 8) at the conclusion of the syllabus  Objective of instruction Content

areas Assessment targets in the subject

Knowledge and skills for the grade 8

Physical functional capacity

O1toencouragethepupilinbeingphysicallyactive,tryingdifferentformsofexercise,andpractisingwhilegivinghisorherbesteffort.

C1 Workingandmakinganeffort

Thepupilusuallytriesandpractisesactivelydifferenttypesofexerciseassignmentswhenparticipatinginphysicaleducationlessons.

O2toguidethepupiltopractiseperceptualmotorskills,inotherwordsobservinghimselforherselfandthesurroundingsusingdifferentsensesandmakingdecisionsappropriatefortheexercisesituations

C1 Findingsolutionsindifferentsituationsofphysicalactivity

Invarioussituationsofphysicalactivity,thepupilmostlyfindsappropriatesolutions.

O3toguidethepupiltodevelophisorherbalanceandlocomotorskillsthroughpracticesothatthepupilisabletouse,combine,andapplythemdiverselyindifferentlearningenvironments,duringdifferentseasons,andindifferentformsofphysicalactivity

C1 Fundamentalmovementskills(balanceandlocomotorskills)indifferentformsofphysicalactivity

Thepupilknowshowtouse,combine,andapplybalanceandmobilityskillsinmostofthetaughtformsofphysicalactivity.

O4toguidethepupiltodevelophisorhermanipulativeskillsthroughpracticesothatthepupilisabletouse,combine,andapplythemdiverselyindifferentlearningenvironments,usingdifferentequipment,duringdifferentseasons,andindifferentformsofphysicalactivity

C1 Fundamentalmovementskills(manipulativeskills)indifferentformsofphysicalactivity

Thepupilknowshowtouse,combine,andapplymanipulativeskillsinmostofthetaughtformsofphysicalactivity.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O5toencourageandguidethepupiltoevaluate,maintain,anddevelophisorherphysicalfitness:strength,speed,enduranceandflexibility

C1 Assessing,maintaining,andimprovingphysicalfitness

Thepupilisabletoassesshisorherphysicalfitnessandtoimprovehisorherstrength,speed,flexibilityandendurancebyexercise.

O6tostrengthenthepupil’sswimmingandwaterrescueskillssothatthepupilisabletobothswimandrescuehimselforherselfandothersfromthewater

C1 Swimmingandwaterrescueskills

Thepupilisabletoswimandrescuehimselforherselfandothersfromthewater.

O7toguidethepupiltowardssafeandappropriateaction

C1 Actinginphysicaleducationlessons

Thepupilactssafelyandappropriatelyinphysicaleducationlessons.

Social functional capacity

O8toguidethepupiltoworktogetherwitheveryoneandtoregulatehisorheractionsandemotionalexpressioninexercisesituations,takingothersintoaccount

C2 Interactionandworkingskills

Thepupilknowshowtoactindifferentsituationsofphysicalactivityaccordingtoagreedrules.

O9toguidethepupiltofollowtheprincipleoffairplayandtotakeresponsibilityforsharedlearningsituations

C2 Actinginsharedlearningsituations

Thepupilfollowstheprinciplesoffairplayanddemonstratestakingresponsibilityforsharedlearningsituations.

Psychological functional capacity

O10toencouragethepupiltotakeresponsibilityforhisorheractionsandtosupportthepupil’sskillsinworkingindependently

C3 Workingskills Thepupilisusuallyabletoworkresponsiblyandindependently.

O11toensurethatthepupilshaveenoughpositiveexperiencesoftheirownbody,self‐efficacy,andtogetherness

C3

Doesnotaffectgradeformulation.Thepupilisguidedinreflectingonhisorherexperiencesasapartofself‐assessment.

Objective of instruction Content areas

Assessment targets in the subject

Knowledge and skills for the grade 8

O12tohelpthepupilunderstandtheimportanceofsufficientphysicalactivityandthesignificanceofaphysicallyactivelifestyletoholisticwell‐being

C3

Doesnotaffectgradeformulation.Thepupilisguidedinreflectingonhisorherexperiencesasapartofself‐assessment.

O13tofamiliarisethepupilwithopportunities,knowledge,andskillsrelatedtocommonformsofphysicalactivityinordertohelphimorherfindsuitableformsofrecreationalphysicalactivitythatbringshimorherjoy

C3

Doesnotaffectgradeformulation.Thepupilisguidedinreflectingonhisorherexperiencesasapartofself‐assessment.

 

Ministry Regulated Subjects  The curriculums of these subjects are being formulated and will be added onto this document as soon as possible.