RESSU COMPREHENSIVE SCHOOL CURRICULUM 2005
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Contents
1. FOUNDATIONAL BASIS FOR THE SCHOOL'S ACTIVITIES ....................................................................... 5
1.1 Underlying values ..................................................................................................................................... 5
1.2 The school's mission statement................................................................................................................ 5
1.3 Educational and learning objectives of the school .................................................................................... 6
2. IMPLEMENTATION OF INSTRUCTION ........................................................................................................ 6
2.1 The conception of learning ....................................................................................................................... 9
2.2 Learning environment and operational culture ........................................................................................10
2.3 Working methods ....................................................................................................................................11
2.4 Student involvement ...............................................................................................................................11
2.4.1 Student Association activities ..........................................................................................................12
2.4.2 Support student activities.................................................................................................................12
3. Curriculum STRUCTURE AND teaching ARRANGEMENTS ........................................................................14
3.1 Distribution of lesson hours .....................................................................................................................14
3.2 Language programme.............................................................................................................................20
3.3 The school's emphases ..........................................................................................................................24
3.4 Student admission ..................................................................................................................................24
3.5 Other decisions related to the provision of instruction .............................................................................26
4. PROVISION OF EDUCATIONAL AND VOCATIONAL GUIDANCE ..............................................................27
4.1 Guidance activities ..................................................................................................................................27
4.2 Study counselling ....................................................................................................................................27
4.3 Learning plan ..........................................................................................................................................28
5. supporT for studies........................................................................................................................................29
5.1 Remedial teaching ..................................................................................................................................29
5.2 Special needs education .........................................................................................................................29
5.3 Preparatory education.............................................................................................................................31
6. Welfare support services ...............................................................................................................................32
6.1 Student welfare .......................................................................................................................................32
6.2 Other support services ............................................................................................................................33
6.2.1 Club activities ..................................................................................................................................33
6.2.2 Organization of morning and afternoon activities .............................................................................33
6.2.3 Provision of school meals ................................................................................................................34
6.2.4 School journeys ...............................................................................................................................35
6.2.5 The role of the special needs assistant............................................................................................35
7. cooperation in support of Teaching and learning ..........................................................................................35
7.1 Cooperation between school and home ..................................................................................................35
7.2 Cooperation related to the transition phases in education ......................................................................37
7.3 Cooperation with local associations and administrative bodies...............................................................38
7.4 Cooperation in work life ..........................................................................................................................38
7.5 International cooperation ........................................................................................................................38
8. Assessment...................................................................................................................................................38
8.1 Student assessment ...............................................................................................................................39
8.1.1 The task of student assessment and the principles behind it ...........................................................39
8.1.2 Student's self-assessment ...............................................................................................................44
8.1.3 Assessment of work skills ................................................................................................................44
8.1.4 Behavioural assessment..................................................................................................................44
8.1.5 Assessment in specific cases ..........................................................................................................45
8.1.6 Assessment guidelines for Ressu Comprehensive School ..............................................................47
8.2 School evaluation....................................................................................................................................52
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8.2.1 Strategic evaluation .........................................................................................................................53
8.2.2 Continuous evaluation and development .........................................................................................53
8.2.3 School's self-evaluation ...................................................................................................................53
9. OBJECTIVES AND CONTENTS OF EDUCATION .......................................................................................55
9.1 Integration and cross-curricular themes ..................................................................................................55
9.1.1 Integration of education ...................................................................................................................55
9.1.2 Cross-curricular themes...................................................................................................................55
9.2 Underlying values of the education, cross-curricular themes and the integration of education in Ressu
Comprehensive School .................................................................................................................................57
9.2.1 Themes crossing subject boundaries in PYP (Ressu Comprehensive School, grades 1–4) ...........57
9.2.2 Themes crossing subject boundaries in MYP (Ressu Comprehensive School, grades 5–9)...........58
9.2.3 Integration of education ...................................................................................................................60
9.3. Objectives of subjects, subject groups/courses, contents, work methods and evaluation ......................60
9.3.1 Core subjects...................................................................................................................................60
9.3.1.1 A-languages .............................................................................................................................60
9.3.1.1.1 Finnish as the mother tongue (mother tongue and literature) ...........................................62
9.3.1.1.2 English as a Native Language ..........................................................................................93
9.3.1.2 B-languages ...........................................................................................................................117
9.3.1.2.1 Second national language ..............................................................................................118
9.3.1.2.2 Foreign languages ..........................................................................................................142
9.3.1.2.2.1 English .....................................................................................................................142
9.3.1.2.2.2 French A1-language, French ................................................................................157
9.3.1.3 Mathematics ...........................................................................................................................184
9.3.1.4 Science ..................................................................................................................................212
9.3.1.4.1 Environmental and natural studies ..................................................................................218
9.3.1.4.2 Biology and geography ...................................................................................................225
9.3.1.4.3 Physics and chemistry ....................................................................................................253
9.3.1.5 Humanities .............................................................................................................................280
9.3.1.5.1 Lutheranism ....................................................................................................................285
9.3.1.5.2 The Orthodox religion .....................................................................................................310
9.3.1.5.3 Other religions.................................................................................................................318
9.3.1.5.4 Ethics ..............................................................................................................................318
9.3.1.5.5 History.............................................................................................................................348
9.3.1.5.6 Health education .............................................................................................................362
9.3.1.6 Arts subjects...........................................................................................................................370
9.3.1.6.1 Music ..............................................................................................................................372
9.3.1.6.2 Visual arts .......................................................................................................................387
9.3.1.7 Technology themes ................................................................................................................406
9.3.1.7.1 Crafts ..............................................................................................................................410
9.3.1.7.2 Home economics ............................................................................................................424
9.3.1.8 Physical education .................................................................................................................428
9.3.1.9 Educational and vocational guidance .....................................................................................448
9.3.2 Optional subjects ...........................................................................................................................452
9.3.2.1 Home economics....................................................................................................................453
9.3.2.2 Drama ....................................................................................................................................457
9.3.2.3 Visual arts ..............................................................................................................................461
9.3.2.4 Music ......................................................................................................................................462
9.3.2.5 Technical work .......................................................................................................................465
9.3.2.6 Textile work ............................................................................................................................468
9.3.2.7 Information and communication technology 1 and 2 ..............................................................471
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9.3.2.8 Physical education .................................................................................................................478
9.3.2.9 Economy and business ..........................................................................................................479
9.3.2.10 Electronics I and electronics II ..............................................................................................482
9.3.2.11 Mathematical problem-solution.............................................................................................483
9.3.2.12 Peer student course I and Peer student course II ................................................................484
9.3.2.13 Humans and the environment ..............................................................................................486
9.3.2.14 Optional languages ..............................................................................................................488
9.3.2.14.1 A2-French .....................................................................................................................488
9.3.2.14.2 B2-French .....................................................................................................................504
9.3.2.14.3 B2-German ...................................................................................................................511
9.3.2.14.4 Russian I .......................................................................................................................517
ATTACHMENTS .............................................................................................................................................518
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1. FOUNDATIONAL BASIS FOR THE SCHOOL'S ACTIVITIES
1.1 UNDERLYING VALUES
In Helsinki's schools
-
everyone has the right for decent learning and development as a learner, as well as growing as
a human being and becoming educated
-
democracy is fostered to give everyone a chance to grow as a responsible member of the
community and to contribute to common concerns
-
equality is promoted, everyone's human dignity is respected and joint care is taken to provide a
friendly atmosphere, safety and welfare
-
Finnish culture as well as each person's cultural background are valued while interaction
between cultures is promoted
-
no kind of violence, discrimination or racism is tolerated
-
there is a commitment to sustainable development and upbringing where one takes
responsibility of the environment and the future
1.2 THE SCHOOL'S MISSION STATEMENT
Ressu Comprehensive School's emphasis is on that children and young people should develop into balanced
and well-behaving individuals capable for cooperation and eager to learn, and that they would value
internationality, different skills and living environments.
The school aims to support students' comprehensive development and growth. The
objective is to provide the students with thinking tools and to help them to build solid basic
knowledge and skills for later studies. The school lays emphasis on the diversity of social
skills, toleration of differences and importance of community. In teaching, efforts are made
to support the development of healthy self-esteem for young people and to strengthen it.
Ressu Comprehensive School is an IB World School. IB's mission statement:
The mission statement of the International Baccalaureate Organization
The International Baccalaureate Organization aims to develop inquiring, knowledgeable
and caring young people who help to create a better and more peaceful world through
intercultural understanding and respect. To this end the IBO works with schools,
governments and international organizations to develop challenging programmes of
international education and rigorous assessment. These programmes encourage students
across the world to become active, compassionate and lifelong learners who understand
that other people, with their differences, can also be right.
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Cultural identity and
internationalism
Integrated,
comprehensive
learning
Underlying values
Interaction and
communication skills
Underlying values for teaching at Ressu Comprehensive School
1.3 EDUCATIONAL AND LEARNING OBJECTIVES OF THE SCHOOL
The student will be able to work purposefully with different people regardless of their age or sex. In
studying, special attention is paid on the ability to master basic information and skills. An effort is made to
awaken a genuine interest in the student towards lifelong learning. Internationalism is one of the main
educational objectives.
In Ressu Comprehensive School learning is regarded as a comprehensive process in which the development
of the student's intellectual, emotional and social sides are of equal importance each. In this development
process learning and teaching methods from all branches of knowledge are needed.
A student with healthy self-esteem considers others and tolerates differences. The student is encouraged
to take responsibility, sort out things even in unpleasant situations and to complete tasks given.
The student will behave politely in everyday situations as well as in festivities and learns usages and
customs. Together, good care is taken both of the living environment as well as the property of the student
and the property of the school.
The objective is to guide the student in developing, within oneself, learner qualities, which include: caring,
communicating, able to judge, open, thinking, balanced, investigative, risk-taking, principled and
knowledgeable.
2. IMPLEMENTATION OF INSTRUCTION
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The curriculum of Ressu Comprehensive School adheres to the national core curriculum and complies with
the City of Helsinki's policies in teaching. Grades 1–9 use the PYP and MYP curriculum framework of the
international IB organisation: PYP (Primary Years Programme) is meant for grades 1–4 and MYP (Middle
Years Programme) for grades 5–9.
The following diagrams illustrate PYP's and MYP's subject areas, cross-curricular and other themes. These
cross-curricular themes consist of learning how to learn, environments, Human ingenuity, Community and
service, Health and social education.
Primary Years Programme
PYP (Primary Years Programme) places great importance to an approach of the kind that originates from
the student, is centred on inquiry, is investigative and builds one's own knowledge and skills. Studying in
PYP is organised through six themes. The themes are Sharing the planet, Who we are, Where we are in
place and time, How we express ourselves, How the world works and How we organize ourselves (and work
as members of community). Based on these themes the students create a personal project during the
fourth school year.
Legend for the figure above:
Inner hexagon (clockwise from top): concepts, skills, attitudes, actions
Outer hexagon (clockwise from top): language, subjects related to society, mathematics, arts, science and
technology, individual's physical and social education
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Periphery (clockwise facet-by-facet starting from the top facet):
Sharing the planet, French (optional), Finnish language and literature, English
Who are we, religion, ethics, natural and environmental sciences (citizen skills, geography)
Where we are in place and time, mathematics
How we express ourselves, handwork, visual arts, music, language and expression skills (connected with
language teaching)
How the world works, nature and environment (biology, physics, chemistry), handwork
How we organize ourselves (and work as members of community), physical education, natural and
environmental science (health education)
Middle Years Programme
MYP (Middle Years Programme) the main importance is placed on comprehensive learning, understanding
different cultures and interaction between people. The approach to study subjects uses five themes. Things
to be learned are combined to larger entities with the help of these themes. The themes are not assessed,
but their realization is taken into account in connection with the student's personal project work, which is
undertaken during the ninth grade.
Legend for the figure above:
Centre of circle: MYP project work
Next outward circle: learning how to learn
Next larger outward circle: community spirit and active citizenship
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Next even larger outward circle (from the top clockwise): Health and social education, environments,
Human ingenuity
Periphery (from the top clockwise):
Language AEnglish language and literature  Finnish language and literature
Humanities history, social studies, religion, ethics, business subjects
TechnologyICT, textile work, technical work,  home economics
Mathematics
Artsvisual arts, music, expression
Sciencesgeography, physics, chemistry, biology
Physical education and health sciencephysical education, health education
Language BGerman, French, Russian, Swedish, Finnish, English
2.1 THE CONCEPTION OF LEARNING
Schools of Helsinki base their teaching on the conception of learning, according to which learning is
purposeful study under teacher supervision and in interaction with other learners, the teacher and the
environment. Learning is an active and target-oriented problem-solving process. To learn new things
requires that knowledge and skills are added to what was learnt before. Independent and critical acquisition
of information, organization and utilization of what has been learnt as well as building knowledge together
with others are central areas of learning. Cultural involvement is created through learning
Learning is integral by nature, and experiences and emotions have a fundamental effect on it. Joy of
learning, motivating feedback, positive experiences and interactivity are important for students in
developing a positive self-image. By improving learning skills a basis for lifelong learning can be created.
An important prerequisite for learning well is good teaching.
Legend for the figure above
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Centre:
Learners construct meanings
Outer circle (from the top clockwise):
What do we want to learn?
What is the best way to learn?
How do we know what we have learnt?
Top-left periphery:
Learning process
2.2 LEARNING ENVIRONMENT AND OPERATIONAL CULTURE
The learning environment in Helsinki's comprehensive schools consists of physical, psychological, social and
pedagogical structures. Schools' operational culture affects the structures of the learning environment,
especially pedagogical practices. Adults' and students' interrelationships are an essential part of the
school's operational culture. The important thing is how the adult meets the student and how the student is
heard.
A good learning environment fosters the student's growth, learning and self-direction while providing
opportunities for evaluating one's own actions. It pays attention to different learners and learning styles,
inspires and motivates to learn, as well as providing challenges to growth and development. Special
attention is paid to identification and early tackling of various learning hurdles and difficulties. The learning
environment should be safe and have a friendly atmosphere. It should also contribute to the student's
involvement and wellbeing. Things that might endanger the safety of the learning environment are
immediately intervened with.
In instruction, good use is made of learning environments outside the school, especially of the diverse
opportunities that Helsinki offers.
The responsibility for the development of the learning environment falls on the shoulders of the school's
staff. The students participate in the planning of the learning environment to the best of their ability at their
stage of life. Cooperation with students' homes is an important part of safe and satisfying learning
environment and its development.
One of the main objectives of Ressu Comprehensive School is to educate students to internationalism,
making them value their own culture and other people's cultures while being tolerant in their outlook. In
all activities the students are steered towards good manners and consideration of others. These objectives
are strived for both in connection with regular daily schoolwork as well as in situations departing from
standard work routines. A positive and open atmosphere promotes the development of interactive skills.
The students are encouraged to assume some responsibility of the cleanness of the school premises and
local environment. To create an esthetic environment is a joint task for the whole of the school.
Good maintenance of school premises and tools promotes work safety. Subject based norms and
regulations create the foundation for a safe study and work environment. An effort is made to keep the
group sizes safe.
Bullying is not tolerated at school. Bullying at school is prevented by seeking to detect it early and by early
intervention. The school has a separate strategy to prevent bullying at school, and the strategy is updated
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annually in the school's operating plan. The students are brought up to regard bullying as unacceptable.
This is being aimed at with the cooperation between the school and home and with the activities of the
student welfare team and the support and mentor students. The aim is to ensure that new students are
welcomed to the school community in safety.
2.3 WORKING METHODS
In Helsinki, the school's values and its basic task are implemented and strengthened through the school's
working methods. The skills of learning how to learn are important, as are cooperation and interaction
skills. The teacher selects the working methods to support learning of knowledge and skills and the
development of the student as a learner as well as providing opportunities for growth as a member of
society. In instruction, methods that are versatile and characteristic of subjects are used and investigative,
action based and problem oriented work is encouraged. Information and communication technologies are
also utilized for this end.
In the selection of working methods, individual differences in development, in students' backgrounds and in
different learning styles are taken into account. The student will have opportunities for memorable creative
activity and play, regarded as characteristic of the age group in question. These working methods aid
students in becoming involved in the building of their own lives and environment and taking responsibility
for these.
The selection of working methods provides support for achieving the work aims set. These aims are defined
in the Student Assessment section.
Ressu Comprehensive School employs diverse learning methods which help the students become highly
motivated and, thus, corresponding learning results are created.
The students' social skills are improved through different group and cooperative methods.
Strong basic knowledge and skills and capabilities for further study are acquired by purposefully using both
teacher-directed and student-centred methods. The student's active role in knowledge acquisition is
emphasized. In study, preference is given to an investigative approach centred on inquiry.
Possible camp schools and field excursions, which take place outside the school, are forms of learning that
develop cooperation skills and promote appreciation of one's own living environment.
On the PYP's 4th grade, guided by the teacher, the students will plan and implement a small-scale research
project, which is to be presented in an exhibition held during the school year.
During the last year of MYP, the students will complete, outside school hours, a project, which is supervised
at school time and assessed as a part of school work.
2.4 STUDENT INVOLVEMENT
In Helsinki schools, one of the conditions necessary for the realization of democracy is encouragement given
to involvement. Involvement of students in particular is cultivated in Helsinki – through that involvement,
support is provided for proper learning and for growing into a human being and becoming a responsible
member of society.
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Student involvement means an activity where children and young people set objectives, discuss and consider
different solutions, as well as make decisions and bear the responsibility for their own actions. Through
activity, all children and youngsters can experience involvement. The students have a chance to have their
say in issues that affect all and accomplish changes in their living environment. Activities of student bodies
are an important part of operational culture that is democratic. Student Association activities develop the
students' capabilities to represent their own groups and to become trained in cooperation based on
negotiation.
2.4.1 STUDENT ASSOCIATION ACTIVITIES
The students can participate in the planning and evaluation of their own studies. From the 7th grade
onwards, the students elect among themselves student delegates who also form the Student Association's
governing board. The Governing Board of the Student Association elects, from among themselves, the
representatives to the schools Managing Board. The 6th graders will act as mentors for the students on the
1st grade. The support students, who are 8th and 9th graders, promote the students' cooperation skills by
arranging, for example, events for the improvement of class spirit or against bullying at school.
The school's internal activities, which extend outside the school, carry into effect the Community and
service theme.
2.4.2 SUPPORT STUDENT ACTIVITIES
Support student activities is a support system on the higher grades of the comprehensive school and are
based on the idea of peer support. To support and develop schools' support student activities there is the
Mannerheim League for Child Welfare.
In our school, support student training takes place on the 8th grade, and the 9th grade students serve as
support students. One of the most central elements in the support student activities is the opportunity that
the young people are given to plan, implement and evaluate activities. Spontaneous action by the part of
the young people gives them faith in their own chances to influence matters. In addition, through the
support student activities the young person gets a chance to have a say in the matters pertaining to the
school.
The objectives of the support student activities consist of promoting good peer relations, being happy at
school, joint responsibility as well as safe and motivating atmosphere at school. A support student is an
ordinary student, who wants to act for the benefit of the school community and help other students. In
their work, the support students need the help of the whole school community.
Support students do their work as volunteers. The principles of volunteerism are shown as a desire to take
responsibility for common causes and act for the benefit of the entire school community. Student
volunteers are bound to secrecy and must maintain confidentiality regarding matters they are trusted with.
The secrecy provision does not mean, however, carrying responsibility alone; it means sharing concerns
with a support student group while abiding by the principles of confidentiality.
The condition for the support student activities is an adult at school, who directs the activities.
Supervisor of support students
 supervises the school's support student activities
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




is responsible for the support student selection process
provides the support students with a basic training (Support student course l)
ensures that the activities are compatible with the school's values and in accordance with the aims
of the support student activities (Support student course ll)
informs, together with the support students, other school staff about the activities and informs the
support students as well
is a partner of the Mannerheim League for Child Welfare
A young person selected to become a support student doesn't need to be a model student; he/she must be
a trustworthy, mediating and fair-minded fellow who is capable of activating others.
A young person suited to become a support student
 has received support student training by completing the Support student l course.
 is prepared to commit him/herself to the common objectives of support student activities
 is empathic
 accepts different kinds of models for living
 accepts oneself the way one really is
 is actively participating
 has a reasonable attitude towards the activities and does not set exaggerated expectations for
him/herself
Modes of action
One of the most central elements in the support student activities is the opportunity that the group has to
plan, implement and evaluate activities. Thus, the contents of the course vary from year to year according
to the wishes of the group. The most important support student activities consist of serving as mentors to
new groups of students and supporting formation of groups by conducting classes and arranging action
games for familiarization, providing services for the school and young people as well as informing about
hobbies and playing the part of a trustworthy discussion partner. Whenever necessary, the support student
can direct the person needing assistance to other services and inform the student welfare team about
serious problems such as cases of bullying at school. Moreover, the support students organize different
theme days, events and campaigns. When schools start, the support students announce a national "School
Peace".
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3. Curriculum STRUCTURE AND teaching ARRANGEMENTS
3.1 DISTRIBUTION OF LESSON HOURS
Distribution of lesson hours in Helsinki is arranged in a consistent manner and is based on the Government's
Degree (1435/2001) and the policy of the city municipality. The Government has decided on the minimum
number of lesson hours to be allocated for each subject within basic education. In addition, minimum
cumulative lesson hour amounts after the 2nd and 6th grades have been defined for Helsinki.
The hour distribution table for Helsinki has been included in this section. Distribution of hours by grades is
determined in a school-specific curriculum based on the Government's Degree and the policy of the city
municipality.
For basic education conducted in Finnish language in Helsinki, the weekly lesson hours on a yearly basis
between the 1st and the 9th grades are
Grades 1-2
Grades 3-4
Grades 5-6
Grades 7-9
20–21 lesson hours
24–25 lesson hours
25–26 lesson hours
at least 30 lesson hours
One weekly lesson per year of the total cumulative lesson hour amount (12 lesson hours) in the zone
between art and physical education subjects has been allocated to grades 7-9.The lesson should be
dedicated to themes defined in the curriculum's basic structure, in particular to themes dealing with
communication and expression, and realized as a cooperative exercise involving different study subjects.
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Distribution of lesson hours in classes conducted in Finnish
RESSU COMPREHENSIVE
SCHOOL
distributi
on of
lesson
hours
27.10.2004
Cumulative amount in Helsinki
The school's distribution of
lesson hours
Not taught for the grade
concerned
GRADES
1
2
Mother tongue and literature
(Helsinki)
Mother tongue and literature
3
4
5
14
7
7
5
6
14
5
4
5
5
Language A (Helsinki)
Language A
7
3
8
3
8
1
1
2
2
2
2
2
3
Language B (Helsinki)
2
Language B
Mathematics (Helsinki)
Mathematics
6
3
3
Natural and environmental
sciences (Helsinki)
Natural and environmental
sciences
4
2
4
3
4
5
4
2
12
3
15
3
42
8
16
3
17
6
6
2
6
10
32
3
32
2
9
3
2
1
2
2
2
1
1
2
3
Health education (Helsinki)
Health education
42
9
Physics and chemistry
(Helsinki)
Physics and chemistry
4
9
5
Biology and geography
(Helsinki)
Biology and geography
3
2
9 total
0,5
1,5
7
10
3
10
7
9
2
9
3
3
1
3
Religion/Ethics (Helsinki)
2
1
Religion/Ethics
1
2
1
4
2
1
2
History and social studies
(Helsinki)
2
Music (Helsinki)
2
2
1
Visual arts (Helsinki)
Visual arts
1
1
1
2
2
2
2
Zone between art and physical
education
3
2
2
2
2
2
2
2
2
2
0
2
2
0
4
2
4
2
2
2
2
4
2
2
1
2
2
2
Physical education (Helsinki)
Physical education
2
2
Crafts (Helsinki)
Crafts
1
3
History and social studies
Music
1
2
3
0
4
2
4
2
2
2
5
3
11
1
11
7
10
3
10
1
7
0
13
2
8
0
12
3
11
0
15
6
18
2
18
1
12
Zone between art and physical
education
0
Art and physical education,
total (Helsinki)
12
14
17
13
Art and physical education, total
13
15
17
13
Home economics (Helsinki)
58
3
Home economics
3
0
Guidance counselling
(Helsinki)
0
3
2
Guidance counselling
0,5
Optional subjects (Helsinki)
0,5
1
Optional subjects
1
2
12
0
6
6
12
Minimum number of lesson
hours per student (Helsinki)
19
19
23
23
24
24
30
30
30
222
Lesson hours per student in
Helsinki
20
20
23
23
24
24
30
30
30
224
Free-choice language A
16
6
6
Free-choice language A
(Helsinki)
2
2
2
2
2
2
12
Distribution of lesson hours in classes conducted in English
RESSU COMPREHENSIVE
SCHOOL
distributi
on of
lesson
hours
27.10.2004
Cumulative amount in Helsinki
The school's distribution of
lesson hours
Not taught for the grade
concerned
GRADES
1
2
Mother tongue and literature
(Helsinki)
Mother tongue and literature
3
4
5
14
7
7
5
6
14
5
4
5
5
Language A (Helsinki)
Language A
7
3
8
3
8
1
1
2
2
2
2
2
3
Language B (Helsinki)
2
Language B
Mathematics (Helsinki)
Mathematics
6
3
3
Natural and environmental
sciences (Helsinki)
Natural and environmental
sciences
4
2
4
3
4
5
4
2
12
3
17
4
9
42
3
42
8
16
3
17
6
6
2
6
10
32
3
32
5
9
2
9
Biology and geography
(Helsinki)
Biology and geography
3
2
9 total
3
2
1
2
2
7
10
3
10
Physics and chemistry
(Helsinki)
2
Physics and chemistry
1
1
2
3
Health education (Helsinki)
Health education
0,5
Religion/Ethics (Helsinki)
2
1
Religion/Ethics
1
2
1
4
2
1
2
History and social studies
(Helsinki)
2
Music (Helsinki)
2
2
Visual arts (Helsinki)
Visual arts
1
Zone between art and physical
education
1
1
1
2
2
2
2
2
3
2
2
2
2
2
4
2
2
2
0
2
2
0
4
2
4
2
2
2
2
4
2
2
1
2
2
2
Physical education (Helsinki)
Physical education
1
2
2
Crafts (Helsinki)
Crafts
1
3
History and social studies
Music
1,5
2
3
0
4
2
2
2
2
5
7
9
2
9
3
3
1
3
3
11
1
11
7
10
3
10
1
7
0
13
2
8
0
12
3
11
0
15
6
18
2
18
1
12
Zone between art and physical
education
0
Art and physical education,
total (HELSINKI)
12
14
17
13
Art and physical education, total
13
15
17
13
Home economics (Helsinki)
3
Home economics
3
0
Guidance counselling
(Helsinki)
Optional subjects
18
0
3
2
Guidance counselling
Optional subjects (Helsinki)
58
0,5
0,5
1
1
2
12
0
6
6
12
Minimum number of lesson
hours per student (Helsinki)
19
19
23
23
24
24
30
30
30
222
Lesson hours per student in
Helsinki
20
20
23
23
24
24
30
30
30
224
Free-choice language A
Free-choice language A
(Helsinki)
19
6
2
2
2
6
2
2
2
12
3.2 LANGUAGE PROGRAMME
The teaching of A-language in Helsinki's comprehensive schools starts from the 3rd grade. Language A as a
free-choice subject is taught from the 4th grade onwards. By the end of the 6th grade, the same level must be
reached both in the teaching of the free-choice A-language as in the A-language starting from the 3rd grade.
All students in the comprehensive school start the study of English either as the A-language or as free-choice
Language A. This means that the students whose choice as the A-language on the 3rd grade is other than
English must include English in their study programme as the A-language starting from the 4th grade.
In classes where instruction in foreign languages or language immersion is provided, the minimum number
of lessons for each grade group in the mother tongue and literature are as follows:
1–2, totalling at least 4 weekly lessons per year
3–6, totalling at least 16 weekly lessons per year
7–9, totalling at least 9 weekly lessons per year
Ressu Comprehensive School's language programme
Classes where the instruction language is Finnish:
In Ressu Comprehensive School, foreign languages are studied as follows (grade-specific weekly lesson
hours are shown within parentheses ordered by grade):
A1-language (1st foreign language):
A2-language (2nd foreign language):
English
starting from the 1st grade (1,1,2,2,2,2,2,3,3)
French, Swedish starting from the 4th grade ( 2,2,2,2,2,2)
A more detailed breakdown of the lesson hours division for students coming from different language
backgrounds can be found at the end of the language programme.
Early familiarization with the English language is started on the 1st grade. Early language teaching is meant
for the whole age group and it is realized as teaching periods the length of which corresponds to 1 lesson
hour. Due to the early language teaching, the weekly total number of lesson hours per student is 20 on the
1st and on the 2nd grade. There is a more detailed presentation of the early English language teaching in the
subject-specific part of the curriculum.
A1- and A2-languages are taught in completely separate student groups if the group size is at least 15
students. If one of these groups remains smaller, the A1- and A2-languages are studied in the same Alanguage student groups for 6 weekly lessons per year. For those who study the A1-language, there is an
advanced course, the extent of which is 1 weekly lesson per year. Those who have chosen one of the A2
languages can enrol on these advanced courses optionally. The total number of lesson hours for a student
who studies both the A1- and A2-language can be up to 32 hours per week on grades 7–9.
B1-language (the second national language):
grade (2,2,2)
B2-language (the 3rd foreign language):
grade (2,2)
Swedish
French, German, Russian
starting from the 7th
starting from the 8th
To be able to study one of the B2-languages, a group size of at least 10 students is required.
20
Classes where the instruction language is English:
In Ressu Comprehensive School, foreign languages are studied as follows (grade-specific weekly lesson
hours are shown within parentheses ordered by grade):
A-language (native level) English
A-language (native level) Finnish
A-language:(1st foreign language)
(1,2,2,3,2,3,3)
starting from the 1st grade (6,6,6,6,4,4,3,3,3)
starting from the 1st grade (2,2,4,4,4,4,3,3,3)
French
starting from the
3rd
grade
A more detailed breakdown of the lesson hours division for students coming from different language
backgrounds can be found at the end of the language programme.
The minimum number of lesson hours for the native level language teaching can be exceeded if necessary.
That number is confirmed yearly in the school's curriculum plan.
B1-language (second national language):
B2-language:(3rd foreign language)
grade (2,2)
Swedish
starting from the 7th grade (2,2,2)
German, Russian
starting from the 8th
To be able to study one of the B2-languages, a group size of at least 10 students is required.
21
Student's mother tongue / instruction language
Language Programme
Classes where the instruction language is Finnish
1.
grade
2.
grade
3.
grade
4.
grade
5.
grade
6.
grade
7.
grade
8.
grade
9.
grade
7
7
5
5
4
5
3
3
3
other possible mother
tongue
2
2
2
2
2
2
2
2
2
English
1
1
2
2
2
2
2
3
3
2
2
2
2
2
2
2
2
2
2
2
Finnish
(incl. the possibility of
Finnish as the second
language education)
French/Swedish
(optional)
Swedish
French/German/Russian
(optional)
Classes where the instruction language is English (when the student's mother tongue is Finnish)
1.
grade
2.
grade
3.
grade
4.
grade
5.
grade
6.
grade
7.
grade
8.
grade
9.
grade
English
6
6
4
4
4
4
3
3
3
Finnish
2
2
4
4
4
4
3
3
3
1
2
2
3
2
3
3
2
2
2
2
2
French
Swedish
German/Russian
(optional)
Classes where the instruction language is English (when the student's mother tongue is other than
Finnish)
1.
grade
22
2.
grade
3.
grade
4.
grade
5.
grade
6.
grade
7.
grade
8.
grade
9.
grade
English
(incl. the possibility
of English as the
second language
education)
other possible
mother tongue
Finnish as the
second or foreign
6
6
6
6
6
6
3
3
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
1
2
2
3
2
3
3
2
2
2
2
2
language
French
Swedish
German/Russian
(optional)
23
3.3 THE SCHOOL'S EMPHASES
In the integrated Ressu Comprehensive School the study adheres to the international IB educational
programs. There is an aptitude test for the classes instructed in English.
3.4 STUDENT ADMISSION
General admission principles applied on primary selection of students
The student has the prime right to attend the school in the catchment area which is endorsed by the board
and where he/she lives.
All students who live in Helsinki but are residents of an outside municipality have the right for basic
education arranged by the City of Helsinki.
A child who has started school a year before the compulsory schooling age, for which the permission was
given on the basis of the examinations conducted in accordance with the Section 27 of the Basic Education
Act, has a similar right to be admitted to the school in his/her own student admission area.
The student has a principal right to be admitted to another suitable school located nearest to him/her if
1. the student cannot continue studying the foreign language or the second national language that he/she
has studied earlier at school
2. the school is not suitable for a reason related to the student's state of health
Students from other municipalities whose municipality of residence has an agreement about schooling
priority with the City of Helsinki have the right to the basic education arranged by the City of Helsinki.
General admission principles applied on secondary selection of students
If the school has places left after the primary selection of students, these places can be filled through the
secondary selection of students using similar selection criteria.
In the student admission based on Section 28, Subsection 2 of the Basic Education Act, the principles listed
below are followed


24
For basic education arranged in Helsinki's own schools, children living in Helsinki are admitted
primarily. This principle is abided by in all secondary selections of students.
A student who seeks for an admission to school on the basis of the less common A-languages
and B English education starting from the 3rd grade has the right to be admitted to the nearest
suitable school.
The joint criteria for secondary selection in student admission for comprehensive schools with Finnish as
the instruction language
If there are places available in the school after the student admission based on the general principle of
primary and secondary selection, the joint selection criteria for secondary selection in Helsinki's
comprehensive schools where Finnish is the instruction language is applied, in the following order:
1. Siblings: the student has siblings in the school in question
2. Continuity from primary education. An exception to this are the students on starting grades; this will
be elaborated further in the regional cooperation plan for pre-primary and primary education (see
the attachment).
3. A statement issued by the health, day care, immigration or child welfare authorities.
4. Factors related to school journey
5. The student's own or his/her parent's/carer's justification.
The basic principles related to the student's school attendance in Helsinki comprehensive schools where
the instruction language is Finnish
A student whose place of residence changes within the City of Helsinki has the right to complete all the
grades that are available at school where he/she belonged to before the change. The students who
attended a City of Helsinki's comprehensive school before the school year 1998–1999 and whose place of
residence is a municipality outside Helsinki have the right to complete their comprehensive school
education in City of Helsinki's comprehensive schools. The student's right to attend a City of Helsinki's
comprehensive school remains even if the place where he/she attends the school changes to another
comprehensive school of the City of Helsinki. If the place of residence of a student who had started
attending City of Helsinki's comprehensive school during the school year 1998-1999 or later moves outside
the City of Helsinki, the student's right to attend the comprehensive school in the City of Helsinki ends at
the latest at the end of the school year during which the student moved outside Helsinki.
Students enrolled in special-needs education
A student who has been accepted for special-needs education has the prime right to attend the school in the
catchment area which is endorsed by the board and where he/she lives. If the local school cannot organize
the support activities that the child needs, the child is directed to a school where these services are
available.
Admission to special-needs education is by the parent's and/or carer's application and it is based on
specialists' statements.
Admission to classes where the instruction language is Finnish
If more children apply from outside of the school's own catchment area than there are places for students,
the student selection will be based on the following school-specific selection criteria:
1.
2.
25
For the 1st grade, the selection criteria consists of safe school journey, interest in an intensive
language programme and having siblings at that school. If deemed necessary, an interview is
arranged.
The selection for the 7th grade is based on a written explanation sent by the student about why
he/she would like to attend Ressu instead of his/her own local school. If deemed necessary, an
interview is arranged.
Student selection for classes where the instruction language is English
The study line conducted in English at Ressu Comprehensive School provides students of the compulsory
schooling age an opportunity to study in English, in accordance with the international IB organization's
educational programmes.
The student is expected to be capable of managing with normal school tasks and routines associated with
school life using the English language. Language proficiency is assessed with the help of an aptitude test. If
there are more applicants having the adequate language skills than there are places for them in the class,
certain factors in the student's background, such as earlier study in an IB school and being member of a
family moving across international borders, can be taken into account in the selection. The school principal
makes the decision about the student's selection assisted by a student selection working group.
The principles of admission are followed in the following order:
1.
2.
3.
student's language proficiency
earlier study in an IB school
being member of an internationally mobile family
In the case of students requiring special support, the common principles for the comprehensive schools in
Helsinki City area are abided by.
3.5 OTHER DECISIONS RELATED TO THE PROVISION OF
INSTRUCTION
Staging
In studying, a two-stage system is used. In the study of foreign languages and mathematics, half-way
courses are used as far as possible. Staging is defined in more detail in the yearly plan of operations.
Cooperation in pre-primary and basic education
Basic education builds on pre-primary education. Together, the pre-primary and basic education form an
integrated whole for the development and education of the child. Both drawing up the curriculum and
practical activities are carried out cooperatively.
Open and skilful cooperation create the base for adaptable lifelong learning. The importance of
cooperation is emphasized especially during primary grades. The cooperation pays attention to the
strengths of early childhood education and primary education.
In Helsinki, a personal pre-primary education plan is drawn up for each child. The plan is transferred to
school with the parent's' or guardian's permission.
Together, the local schools and day-care centres work out a cooperation plan for pre-primary and basic
education. The plan defines the objectives and structure of the cooperation as well as common operational
principles and operation methods. The cooperation plan is attached to the curriculum.
Ressu Comprehensive School's cooperation plan
26
The aim of the cooperation is to make it easier to move from day-care centre to school and to unify preprimary and primary education. The teachers for the primary grades in our school and the day-care centres
in Kamppi area cooperate regularly. There is a common curriculum for the pre-primary and primary
education. The teachers are engaged in joint planning and attend training sessions. Preschool and school
children meet for theme events and festivities. During spring there is a traditional school familiarization
day.
The cooperation plan in pre-primary and primary education for the Kamppi area is attached.
4. PROVISION OF EDUCATIONAL AND VOCATIONAL GUIDANCE
4.1 GUIDANCE ACTIVITIES
All students need guidance in learning, studies and selections related to studies. Educational and vocational
guidance counselling constitutes a continuum lasting for the duration of basic education. It is realized jointly
by teachers and other people participating in the guidance of others. Guidance is provided in connection
with teaching of different subjects, during study counselling and with other school activities.
The aim of the guidance and counselling activities is to support the student's possibilities for good learning
and development. The guidance and counselling support the student's growth as the controller of his/her
own activities as well as encourage the student in taking responsibilities and constructively participating in
the activities of society. The aim is to help the student to understand his/her own learning, become trained
in study skills, evaluate one's own actions and activities as well as to find ways in succeeding in studies.
The student needs guidance in the different stages of his/her studies, especially in the final stages of basic
education. The idea is to help the student to figure out the possibilities related to the study, work life and
the future. Success in guidance counselling requires cooperation with parents or guardians and with other
people involved.
Individual guidance is especially important for students needing special support as well as for those in
preparatory education and for those moving from there to basic education.
A learning plan possibly drawn up for the student is one of the guidance counselling methods.
4.2 STUDY COUNSELLING
During basic education the student is provided with individual counselling on selection possibilities and on
the relevance of those selections for further studies, the student's future and position in working life. The
counselling helps in expanding the student's self-knowledge and increasing the development of future
planning and decision making skills.
The counselling is given as class guidance during lessons, as personal guidance, as small group guidance and
as online guidance on the web. The student is guided to use also different online services.
27
In the beginning phase of basic education, student guidance and counselling is provided in conjunction with
other study subjects. The aim of the counselling is to develop the student's learning how to learn skills and
to provide support for the planning of the student's own studies. The provision of educational and
vocational guidance is realized during class time and as personal and small group guidance. Guidance given
in class sessions mainly deals with such areas of educational and vocational guidance which are related to
all students and which are not necessary or possible to discuss separately with each student. Personal small
group counselling helps the student in drawing up his/her own study programme and in vocational
planning. The counselling especially supports those young people who experience difficulties with their
studies or who, after having left the comprehensive school, have not found a place for further studies. Each
student is entitled to get sufficient personal guidance in support of his/her studies and career path choice.
4.3 LEARNING PLAN
A learning plan is a plan related to the student's study and learning, and its task is to support the student's
growth and development. It is a plan for realizing the student's study programme. A study programme
refers to a list of the subjects and subject groups that the student will study during the school year. When
drawing up the learning plan, the student's strengths and areas to develop as well as his/her earlier study
history are considered. The learning plan is a pedagogical document, which also supports the teacher in
work planning and implementation.
If a learning plan is drawn up for the student, it is done by the student's teachers. If needed, special needs
teachers, the guidance counsellor and student welfare staff will participate in the task. If a plan from past
for the child's pre-primary education already exist, the learning plan will be based on it. The student will
participate in creating his/her own learning plan within the capabilities of his/her age group. The student's
parents or guardians will participate in drawing up the learning plan where possible.
If a student in an instruction group that progresses gradewise studies in accordance with his/her own study
programme, a learning plan will be drawn up for him/her always. The learning plan describes the student's
study programme, the study arrangements needed to realize that programme and the way the progress of
the study is followed.
When necessary, a learning plan is made for students receiving special needs education part-time.
Objectives of the study, its central contents, teaching methods and assessment criteria are recorded in the
learning plan. A learning plan must always be drawn up before considering a transfer to the special needs
education.
In case of a student who has been admitted or transferred to the special needs education, the learning plan
will be replaced with an individual educational plan (IEP).
During preparatory education, a study plan is drawn up for each student. The learning plan describes the
student's study programme, follow-up of the study progress and the assessment criteria. When the student
moves from preparatory education to basic education, a learning plan is drawn up for him/her for at least
for the duration of the first school year.
When the student moves to another school or study institute, the learning plan moves there as well with the
permission of the guardian.
An integrated curriculum by subject group is used in teaching.
28
5. supporT for studies
Forms of study support consist of remedial teaching, special needs education and preparatory education for
students with immigrant background. In Helsinki these forms of support for study are also employed
parallel. The student's teachers, in cooperation with the special needs teacher and, if necessary, with the
student welfare group, evaluate the student's need for study support.
With the help of the support, the student is helped to overcome learning difficulties, strengthen his/her selfesteem as a learner as well as complete the basic education syllabus.
5.1 REMEDIAL TEACHING
Remedial teaching is meant for those temporarily left behind in their studies or otherwise in need of special
support. The task of remedial teaching is to help the student to succeed in studies and to be able to deal
with learning-related difficulties. Support actions will be undertaken as soon as possible once the difficulties
have been identified.
The student's teacher takes the primary initiative regarding remedial teaching. Usually it is the same
teacher who is also responsible for providing remedial teaching. An attempt is to be made to arrange
remedial teaching as a matter of mutual understanding with the student's parents or guardians, and they
are to be informed how the remedial instruction is to be arranged.
Remedial teaching is a form of individualised teaching and can be used in general education, in special
needs education and in preparatory education as well. Its characteristics include individualism in tasks as
well as reserving time to instruct the student individually or in a small group.
The remedial instruction is given either during lessons conforming to the student's work schedule, or outside
those lessons.
The student has the possibility to receive remedial teaching, if he/she needs support for the studies for
example due to an illness or other temporary circumstance makes his/her school attendance difficult. The
student has the right for remedial teaching also if there is a likelihood that he/she would fail a grade.
5.2 SPECIAL NEEDS EDUCATION
Special needs education is part of basic education and is provided in all comprehensive schools in Helsinki. It
is a unified whole which encompasses both part-time special needs education as well as instruction of
students with special needs. Special needs education supports learning that accommodates the individual
capabilities of the student and makes it possible for him/her to complete the basic education syllabus.
Respect for the student's uniqueness as well as for his/her individual learning capabilities are the starting
points when planning a learning environment and flexible teaching arrangements. Early support is of
fundamental importance in special needs education. Individuality is emphasized in the counselling of the
students receiving special needs education. Cooperation and good communication between home, school
and other experts is a prerequisite for good learning.
29
Part-time special needs education
Part-time special needs education is individual, small group and/or simultaneous instruction given by a
special needs teacher. The class/subject teacher, together with the special needs teacher, plans the contents
and the assessment of the instruction given to the student. To receive part-time special needs education
does not require any administrative decision, because the student will not remain permanently as the
student of the broadly-based special needs teacher.
A student who experiences difficulties in learning or adapting will be supported through the part-time
special needs education. To guarantee success in the part-time special needs teaching, individualized
methods and targets are sought for it. Also students with special needs and students in preparatory
education have the right to receive part-time special needs education if needed.
When necessary, a learning plan is made for students receiving special needs education part-time. A
learning plan must always be drawn up before considering any transfer to the special needs education.
Principles for organizing part-time special needs education
The selection of students needing part-time special needs education takes place in cooperation between
the special needs teacher, the class/subject teacher and the student welfare team. The selection is mainly
based on observations made about work and behaviour and assessment of various written tasks and
achievements. When necessary, statements for example from daycare centres, previous schools or other
places are used as help. Also the wishes of the student and the parent or the guardian can be taken into
account in the student selection.
During pre-primary education there is a chance to give instruction to students who suffer from mild speech
and voice disorders. Any need for speech instruction is primarily determined by the special needs teacher
who can use possible expert statements as help.
The progress of a student who has participated in the part-time special needs education is monitored
continuously. The special needs teacher and the class/subject teacher regularly discuss the progress of the
student and together decide about if and when the guardian needs to be informed. The information about
the student's progress is passed to the members of the student welfare team in its meetings.
The special needs teacher, together with the class/subject teacher, participates in the assessment of the
student under his/her instruction. The assessment must be individual, wide-ranging, motivating and
continuous.
Instruction of students enrolled in or transferred into special needs education
If a student's need for special support is great, the student is enrolled in or transferred to special needs
education. Special needs education can be organized in an integral manner in connection with general
education or in special classes. A special class is a class with 6–10 special needs students whose teacher is
the special class teacher. The decisions about special needs education are centralized to the local education
department.
For every student who has been enrolled in or transferred to the special needs education, an individual
educational plan (IEP) is drawn up. The plan is drawn up at the school based on the decision for special
needs education and on a pedagogical report, both of which are sent from the local education department
30
after the decision about special needs education has been made. The plan is registered on a common form
used by schools.
The principal makes the decision about the plan for arranging individual instruction. The decision can be
appealed to the State Provincial Office by lodging a complaint.
When the student moves to another school or study institute, the plan moves to the receiving school with a
permission given by the guardian. The information in the plan is the starting point for implementing new
teaching arrangements.
In Ressu Comprehensive School, the student welfare team plans the class placement and instruction
arrangements individually for the new special needs student. The principle of integration is that the special
needs student studies in his/her own class's student group while being supported. A separate integration
resource enables, for example, simultaneous instruction by the special needs teacher or instruction by two
teacher colleagues in those subjects where the special needs student needs support most. In addition to
this, the special needs student can, if required, receive remedial teaching or wide-ranging special needs
teaching.
Individualization of the syllabus and exemptions
Individualization of the syllabus is possible for one or more subjects. The decision about the
individualization of the syllabus is made in connection with the decision about special needs education, and
the individualization of the syllabus for even a single subject requires the decision about special needs
education.
The decision about exempting a special needs student from any of the subjects is made in connection with
the decision about special needs education. Individualization of the syllabus must precede the decision.
5.3 PREPARATORY EDUCATION
Preparatory education is primarily meant for students of the compulsory schooling age who have recently
arrived in the country. Also Finnish-born students with immigration background and children of pre-primary
age with immigration background can be directed to preparatory education. The local education
department directs the students with immigration background to preparatory education, if, in the opinion of
the school, they do not have the necessary language capabilities to study in the basic education
programme. The admission policy follows the decision taken by the Finnish language division of the local
education department on 3rd September 2002 (Admission in certain cases/Preparatory teaching).
The curriculum by the local authority is followed in education; in case of children of pre-primary age the preprimary curriculum by the local authority is applied. A learning plan is drawn up for each student (see
Learning plan) Once the instruction has started, the students will be integrated to the basic education in the
subjects where deficient language skills do not play a decisive part in the study. Students in the preparatory
teaching are entitled for the services of the special needs education, student welfare and guidance
counselling. After a year of preparatory teaching, the student is registered as a student for basic education,
even though he/she continued studying with the preparatory teaching for another year.
When the student moves from preparatory education to basic education, a learning plan is drawn up for
him/her for at least for the duration of the first school year (see Learning plan). The teacher for preparatory
31
education ensures that the information about the student's progress, capabilities and support needed is
transferred to the teachers in basic education.
6. Welfare support services
6.1 STUDENT WELFARE
Student welfare means attending to the students' physical, psychological and social welfare, and its
implementation is a task for all who work in the school community. Student welfare promotes the healthy,
balanced growth and development of the child and creates the preconditions for learning well. The objective
is that the student will find the school to be a safe and pleasant work environment as well as feel solidarity
with the school community, and get guidance, care and motivating feedback in everyday school life and
help in problem situations.
Safe daily life in the school community results from the operational culture that takes care of and promotes
students' welfare and supports their learning. Everyday welfare means caring and motivating interaction,
listening to students' concerns and early intervention and support actions in the class.
Student welfare is based on confidential and responsible cooperation with the staff of the school, students
and homes. Student welfare encompasses both communal and individual work as well as preventative and
care work.
Successful student welfare requires jointly drawn up blueprints and plans for preventative work and for
problem situations. To ensure safe schooling, students' attendance is monitored and action is taken to
prevent absenteeism. The school has operation models for dealing with situations of crisis, bullying,
violence, discrimination and harassment as well as for preventing problem situations related to alcohol use
at their early stages and taking care of them.
Each school has a multiprofessional student welfare team, the task of which is to coordinate and develop
student welfare work at school, participate in the work that maintains and promotes the welfare of the
whole school community and to find solutions to help the students who need support. In multiprofessional
work the principles of professional ethics and regulations related to information access and confidentiality
are abided by.
The services of student welfare at school include client work by school health service, school psychologists
and/or school social workers.
Student welfare work is realized in cooperation with the health, social and youth services and with other
cooperation partners.
Consolidating life skills and preventing marginalization
The objective is to support young people in all aspects of their growth, create opportunities to strengthen
their self-esteem and to encourage the use of their own resources. The youngster is motivated and guided
to control his/her own life. The aim is to strengthen, in addition to the skills in subjects taught at school,
also other skills that are essential for the young person's life: interaction skills, social skills, work and study
skills, health skills and skills related to the planning of one's own life, i.e. "skills for the future". An attempt
is made to organize expert debates for the students and their parents and guardians.
Support of students needing special help
32
Often special support given as individual guidance is directed to students who do not attend school
regularly and purposefully or who entirely give up school due to difficulties in attending school or learning
at school. The purpose of the guidance is to try to find approaches and support activities to improve the
opportunities for study and progress for students who are in danger of becoming marginalized and to
integrate those already marginalized from schooling back to school work.
Individual guidance is based on cooperation. At the school, special needs teachers and the guidance
counsellor are the persons in charge and the primary support persons for the student. The objectives
necessary are created together with the student, and a plan to organize schooling is drawn up. Together
the student, the subject teacher and the special needs teacher also negotiate over teaching arrangements
(e.g., small group instruction) and other possible special arrangements. Also the services of the school
nurse, school doctor, school psychologist and school social worker are often closely related to individual
guidance.
Because the purpose of the individual guidance work is to improve the student's whole life situation,
cooperation with the parents or the guardian is essential for the duration of the process. Discussions take
place with the parents or the guardian, common aims are agreed upon and other possible cooperation
partners that are important for the success of the plan are brought in. These include social welfare
authorities, representatives of youth services, representatives of hobby and recreational activities, contact
persons related to further studies, the Omaura project etc.
The progress of the plan is regularly monitored together with the student.
6.2 OTHER SUPPORT SERVICES
6.2.1 CLUB ACTIVITIES
Club activities consist of purposeful activities for students and support the school's educational and teaching
work. For its part, club activities promote equality by providing the school's students with an opportunity for
hobbies and pastimes. The aim is to give the students a chance to participate in activities that interest them
and to extend the scope of their pastimes.
Club activities support the students' growth and participation in the community. The students can
participate in the planning of club activities in a way that suits their age. Club activities can be realized
multiprofessionally in cooperation with local schools, homes and other partners.
The club activities organized by the school are free of charge for students. Other activity organizers can
collect club charges.
6.2.2 ORGANIZATION OF MORNING AND AFTERNOON ACTIVITIES
Students' morning and afternoon activities comply with the Basic Education Act (628/1998, amended by
1136/2003) and are offered for the school's first and second grades' students and special needs students to
an extent decided by the municipality.
Morning and afternoon activities form a continuum with the educational task of early childhood education
and pre-primary education and are premised on the school's general educational and teaching aims. The
33
primary ethical considerations behind these activities originate from the underlying values of Helsinki
schools and from the educational principles agreed upon in cooperation with home and school. Emotional
life and social development is supported by promoting cooperation between children. These activities should
create situations that increase the child's feeling of involvement.
Childrens' morning and afternoon activities in the area are coordinated by the school's principal or a teacher
appointed by the principal. The activities are realized locally in cooperation with the local education
services, youth services, social services, parishes and organizations and associations in the area.
The objectives of these activities, their contents and organization have been registered in the city's plan of
operation for morning and afternoon activities.
Ressu Comprehensive School offers free afternoon activities for first grade students in the school's own
premises, dedicated for the purpose, during school days between 12.15 pm and 16.00 pm.Together with
the City of Helsinki Youth Department and the school's Parent Teachers Association (Ressu PTA) free
afternoon activities are sought to be provided for second and third grade students. The operating plan for
morning and afternoon activities is registered in the school's annual plan of operation. There are no
morning activities in the school.
6.2.3 PROVISION OF SCHOOL MEALS
In Helsinki's schools the students are served a balanced school meal, which forms a part of the students'
daily nutritional requirements.
In the provision of school meals the aims of health and teaching of manners are realized. The students are
helped to understand the significance of food that contains many kinds of nutrients for health and wellbeing
and to improve their eating practices and habits. The students will learn to take care of themselves and
make selections in a responsible manner. They are taught to behave in an appropriate way and consider
others so that the meal time will be peaceful and pleasant.
In cooperation with homes the school takes responsibility about education related to meals.
The meal break offers, for teachers and students as well as for other staff, a moment to relax together and
get refreshed and provides a chance for an informal discussion.
Cooperating with the meal staff, students and teachers take responsibility for the comfort of the meal area
and participate in the planning of meals and snacks. In the planning of meals, students' different cultural
backgrounds as well as possible food allergies are considered. School meals are planned and realized
following the principles of sustainable development.
The students of grades 1-6 have their meals under the guidance and supervision of teachers so that each
teacher eats together with his/her student group.For grades 7-9 specially appointed supervisors are in
charge during meals. Matters related to childrens' school meals are discussed in parents' meetings. In
addition, the parents have a chance to find out about school meals during the school's Open Doors Day, for
example.
A snack, for which a charge is applied, is served in the afternoons.
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6.2.4 SCHOOL JOURNEYS
School journey is an important part of the student's school day. The school promotes safety during school
journeys with the means available. Opportunities for guided activities are arranged for students who must
wait for school transport.
Together the school and homes instruct the students to behave responsibly and politely during school
journeys. The students are encouraged to be self-motivated and are taught to understand the importance of
exercise for health.
Ressu Comprehensive School seeks to cooperate with the youth police and Liikenneturva (Finland's traffic
safety organization), among others, by organizing annually, for example, traffic scout activities.
If the student is required to move or stay outside the school precincts due to his/her study, the parents or
the guardian will be informed about it in the beginning of the school year or as deemed necessary.
6.2.5 THE ROLE OF THE SPECIAL NEEDS ASSISTANT
The starting point for the activities of the special needs assistant is to ensure, for his/her part, that students
participate in education. The objective is to help the student in schooling as well as to give support and
guidance in the education and learning process. The purpose of the activity is also to promote students' selfmotivation and independence. The work is directed by the educational aims set for the student and the
group. In addition, the student's therapeutical and rehabilitative aims are considered. This support is
realized through multiprofessional cooperation.
Many kinds of evaluations and continuous follow-up are required to stay informed of the student's possible
need for assistance. Individual objectives for the student are registered in the learning plan and in the
individual educational plan.
In the arrangements of the special needs assistant's activities pre-primary education, special classes,
integrated special needs students, students in preparatory education, students' individual needs in general
education and afternoon activities are taken to consideration.
In Ressu Comprehensive School the special needs assistants can be found in classrooms during the day and
in the students' afternoon club in the afternoons.
7. cooperation in support of Teaching and learning
7.1 COOPERATION BETWEEN SCHOOL AND HOME
The aim of the cooperation between home and school is to support students' healthy growth and education.
Successful cooperation is based on open, equal and confidential interaction. The parent or the guardian has
the primary responsibility for the child's education. The task of the school is to support the student's growth
and education as a member of the school community. Together, school and home promote the student's
wellbeing and ensure the security of the learning environment.
35
The school plays an active role and takes the initiative in cooperation building. Its responsibility is to make
sure that the parents or the guardian have sufficient information about matters pertaining to study,
curriculum, school activities and support activities arranged. The school must ensure that the parents and
guardians can participate in the planning of the school's educational work and in its evaluation.
They are encouraged to participate in the class's or school's parent nights and joint events.
Cooperation with the parents or the guardian is of central importance in supporting the students in their
studies. Cooperation is emphasized in selection situations and transition phases of education as well as
when providing support for students requiring special support and for students with immigration
background.
Ressu Parents Teacher Association acts as a bond between Ressu Comprehensive School and the parents or
guardians of its students. The roots of the association are deep and it has long traditions: it is the Finland's
oldest parents' association registered (in 1955) in the official register of associations.The current
association was born when Ressu's Home and School Association was joined together with the Lapinlahti
Primary School's parents association during the merger of Ressu secondary school and Lapinlahti Primary
School in 1995.
The objectives of the Parents Teacher Association are:
 to promote cooperation between home and school
 to support homes in creating a good learning and growth environment for children
 to foster childrens' balanced development
 to bring out parent's opinions in schooling and educational questions
 to function as the parents' cooperative body
 to support class activities with the help of parents who act as go-betweens
 to give economic support to the school's pastime and camp school activities
 to encourage comradeship between students and achievements at school, for example by
motivating them with awards and Smiling Face statues.
All parents and guardians of the students of Ressu Comprehensive School can join the Parents Teacher
Association by paying the association's membership fee, which is 10 euros per school year. The
membership fee includes the family and is to be paid in the association's Nordea account no. 101730211618 (reference no. 1300).The membership fee is a contribution, the income from which is used to
advance the association's aims, for example to support awards and camp schools.
During the last few years the most important activity of the Parents Teacher Association, together with
Ressu Comprehensive School, has been the organization of afternoon activities for 2nd and 3rd graders. The
cooperation between home and school is also promoted by organizing various functions and events, such
as lectures supporting educational work, the porridge feast and participation in the school's Open Doors
Day.
Afternoon activities are financed, in addition to participation fees, with the assistance from the Young
Finland Association and from the City of Helsinki Youth Department. Other activities are financed with
membership fees and school garage sales and coffee buffets arranged to take place during different events.
The board of the Parents Teacher Association is elected in the annual general meeting.
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7.2 COOPERATION RELATED TO THE TRANSITION PHASES IN
EDUCATION
A class teacher for the 6th grade records, in writing, the factors fundamentally affecting the student's
education. The statement is then sent to the secondary school principal. The class teacher must provide
his/her contact details at least.
Cooperation in pre-primary and basic education
Basic education builds on pre-primary education. Together, the pre-primary and basic education form an
integrated whole in the growth and education of the child. Both drawing up the curriculum and practical
activities are carried out cooperatively.
Open and skilful cooperation creates the base for flexible, lifelong learning. The importance of cooperation
is emphasized especially during primary grades. The cooperation pays attention to the strengths of early
childhood education and primary education.
In Helsinki, a personal pre-primary education plan is drawn up for each child. The plan is transferred to
school with the parent's' or guardian's permission.
Together, the local schools and daycare centres work out a cooperation plan for pre-primary and basic
education. The plan defines the objectives and structure of the cooperation as well as common operational
principles and operation methods. The cooperation plan will form part of the school-specific curriculum.
When the student moves to a new school, the information related to his/her studies will also be
transferred there. Exchange of the required information in comprehensive schools is painless: the class
teacher gives the information to the secondary school's form tutor. As the student changes the schools, the
primary school's principal hands the contact details of the class teacher for the student in question to the
secondary school. This ensures the student's growth, development and education in this transition phase.
Cooperation during basic education and in the final phase
The student needs guidance and support especially in the transition phases of education and in selection
situations. The task of the cooperation in transition phases is to support the construction of a solid and
integral learning path for the student in the different phases of basic education. Successful cooperation
requires creation of local cooperation structures and practices between schools. The students are primarily
directed to enrol in the local school. In its part, cooperation by the schools' student associations strengthens
the unity of basic education in the area.
To support students with immigration background and students with special needs requires good
communication and cooperation between schools and teachers. The task of the sending school is to ensure
that the receiving school gets sufficient information about the student's need for support. Cooperation
between the student's teachers and the student welfare staff is essential during preparatory teaching and
when the student moves from preparatory teaching to basic education. The importance of multiprofessional
cooperation is emphasized especially in case of students with special needs as well as in the transition
37
phases of education and when the student moves from general education to special needs education or
from special needs education to general education.
If the 6th grade assessment of a student who needs special support or of a student with immigration
background has been given as a verbal assessment, the sending school must make sure that the receiving
school gets sufficient information about the student's performance and progress. If a learning plan has been
drawn up for the student, it moves with the student and with the permission of the parent or guardian to
the receiving school.
The final phase of basic education, grades 8–9, is important for the student from the viewpoint of further
studies. The special task of the final phase is to guide the student to further studies and to develop the
student's social and work life capabilities. Cooperation with different partners is important when guiding the
student to upper secondary education. By participating in that cooperation, teachers and guidance
counsellors get information about the needs of the student and about the capabilities required in upper
secondary education. The importance of cooperation between guidance counsellors and basic education
and upper secondary education teachers is emphasized especially on the guidance of students needing
special support and students with immigration background.
7.3 COOPERATION WITH LOCAL ASSOCIATIONS AND
ADMINISTRATIVE BODIES
There is cooperation between schools, daycare centres in the area, parishes and other administrative
bodies. The cooperation makes good use of the central city libraries and other cultural services as well as
sports services and physical activities available. Also art-historical sights in the area are visited.
7.4 COOPERATION IN WORK LIFE
In the 9th grade two weeks will be spent in finding out about work life. Company visits will be undertaken
whenever these opportunities turn up.
7.5 INTERNATIONAL COOPERATION
In Ressu Comprehensive School the study adheres to the international IB educational programs. Cultural
identity and internationality form one of the areas of emphasis in our education. The school seeks to
actively participate in the IB organization's school network and to make cooperation with other schools a
natural part of the school's everyday life.
An attempt is made to provide students with opportunities to create contacts abroad, for example through
email or correspondence projects. Also, different cultural visits to the school are organised within
possibilities. Organization of student work exhibitions with the cooperating schools is aimed at.
8. Assessment
38
A comprehensive self-evaluation by the school and a truthful, nationally comparable assessment of the
student, which would support the development of the student's personality, are both necessary from the
viewpoint of the school's development and the realization of learning objectives.
8.1 STUDENT ASSESSMENT
8.1.1 THE TASK OF STUDENT ASSESSMENT AND THE PRINCIPLES BEHIND IT
The task of student assessment is to direct the student's study, support his/her growth, development and
learning as well as to strengthen the student's confidence to one's own self as a learner. Assessment, for its
part, develops the student's skills of how to learn to learn and study. Student assessment also gives
information to the teacher about how to plan and develop teaching.
The assessment by the student forms an integral whole where the important thing is feedback given by the
teacher. In handing out assessment feedback, the significance of the assessment to the student's learning
process is taken into account. The assessment is wide-ranging, broadly based, realistic and motivating. The
assessment feedback also gives information about those learning areas where improvement is necessary.
The student assessment is based on the objectives set for the curriculum, on a description about the
student's performance or on the student's own objectives in the learning plan possibly drawn up for the
student. Assessment feedback is given for the performance and progress in school subjects as well as for
behaviour and work skills.
The assessment of grade 1–2 students is verbal and primarily considers the student's progress as well as the
student's general study and work skills. The assessment of grade 3–7 students can be verbal, numerical or a
combination of these.
Numerical assessment that can be supplemented with verbal assessment is used for the school year report
in the 6th grade. The assessment of students with special needs who study in accordance with their own
study programme can be verbal when necessary also in the school year report for the 6th grade.
In the assessment of core subjects, numerical assessment is used, at the latest, in the 8 th grade. In the
subjects in which the student has completed the core subjects in basic education the student is assessed
earlier. The assessment must be many-sided and for this reason the student will be given verbal assessment
feedback, in addition to numerical assessment, about progress throughout the basic education programme.
The student and his/her parent or other guardian are given information about the assessment criteria
beforehand and, if requested, will be explained afterwards how the criteria was applied in the assessment.
The student and his/her parent or other guardian will be given a sufficient amount of assessment feedback
in addition to the school year report. Assessment is determined in the school curriculum.
Descriptions in the core national curriculum about the student's performance that can be regarded as good
support the work of the teacher and are used as assessment criteria when assessing how the student has
met the targets. A number grade describes the level of performance. A verbal grade also describes the
student's progress and learning process. When numerical grading is used, the description of good
performance determines the level for a grade of eight (8).Regardless of the grading format, the student gets
comprehensive feedback about his/her progress and performance during the school year.
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Ressu Comprehensive School also takes into account the assessment criteria set by the
IB organization for the PYP and MYP programmes.
40
PYP ASSESSMENT CRITERIA
The assessment is based on the objectives defined in the learner profile.
MYP ASSESSMENT CRITERIA
A-LANGUAGE
Mother tongue and literature
Criterion A
Content
Maximum 10
Criterion B
Organization
Maximum 10
Criterion C
Style and language use
Maximum 10
B-LANGUAGE
A-English, A-French, A-Swedish
Criterion A
Oral
communicationmessage
and interaction
Criterion B
Oral communicationquality
Maximum 8
and correctness of language
use
Criterion C
Writingmessage and
organization
Maximum 8
Criterion D
Writingcorrectness of
language use
Maximum 8
Criterion E
Reading comprehension
Maximum 16
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Maximum 8
HUMANITIES
history, social studies, religion, ethics, business subjects
Criterion A
Knowledge
Maximum 10
Criterion B
Concepts
Maximum 10
Criterion C
Skills
Maximum 10
Criterion D
Organization and
presentation
Maximum 8
SCIENCE
biology, geography, physics, chemistry
Criterion A
One world
Maximum 6
Criterion B
Communication in science
Maximum 6
Criterion C
Knowledge and
understanding of science
Maximum 6
Criterion D
Scientific inquiry
Maximum 6
Criterion E
Processing data
Maximum 6
Criterion F
Attitudes in science
Maximum 6
Criterion A
Knowledge and
understanding
Maximum 10
Criterion B
Application and deduction
Maximum 10
Criterion C
Communication in
mathematics
Maximum 6
Criterion D
Reflection and self-
Maximum 8
MATHEMATICS
42
evaluation
PHYSICAL EDUCATION AND HEALTH SCIENCE
physical education, health science
Criterion A
Knowledge
Maximum 6
Criterion B
Movement application and
composition skills
Maximum 6
Criterion C
Performance
Maximum 10
Criterion D
Social skills
Maximum 6
Criterion E
Personal engagement
Maximum 6
TECHNOLOGY
ICT, technical work, textile work, home economics
Criterion A
Problem investigation
Maximum 6
Criterion B
Design
Maximum 12
Criterion C
Creation
Maximum 6
Criterion D
Evaluation
Maximum 6
Criterion E
Attitudes
Maximum 6
Criterion A
Mastery of the subject
Maximum 8
Criterion B
Application
Maximum 10
Criterion C
Reflection and selfevaluation
Maximum 8
ARTS
visual arts, music, expression
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Criterion D
Artistic awareness and
personal engagement
Maximum 8
The assessment grade for each subject in the report is obtained through an assessment that is based on the
different criteria of the subject group in question so that both the performance and progress in the subject
as well as behaviour and work habits will be assessed.
8.1.2 STUDENT'S SELF-ASSESSMENT
One task of education is to create the conditions that make it possible for the student to develop capabilities
for self-assessment. The purpose is to support the growth of the student's self-knowledge and develop
his/her study skills. The student's self-image as a learner is consolidated and the knowledge about the
possibilities for self-development is deepened. The student is guided and encouraged to set targets for work,
learning and cooperation and to evaluate one's own learning and work skills.
The student will become trained in observing and controlling one's own actions and being more aware of
one's own progress. Through self-evaluation the student will come to know that one can influence one's
learning and personal concerns. The student needs the teacher's guidance and support as well as regular
feedback, so that his/her self-assessment skills will develop.
8.1.3 ASSESSMENT OF WORK SKILLS
Assessment of work skills supports the development of the student's skills in Approaches to learning. It is
directed at the student's skills in planning, regulating, implementing and assessing his/her own work.
Responsibility and cooperation skills form also a part of the student's work skills assessment. General and
subject-specific objectives set out in the school's curriculum form the basis for the assessment of work skills.
Assessment of work skills always forms a part of the assessment of each subject. A separate verbal
assessment can also be given.
In Ressu Comprehensive School the student's work is assessed during daily school work, in parents'
meetings, in reports for grades 1–6, in study unit feedback for grades 7–9 and in self-assessment. The
objectives set for work skills in different subjects are defined in the subject-specific part of the curriculum.
Work skill related assessments in report forms and study unit feedback forms are based on these objectives
and on the objectives described in the general part of the curriculum.
8.1.4 BEHAVIOURAL ASSESSMENT
Behavioural assessment is directed at how the student interacts with other people and the environment,
values own and other people's work and observes rules. The behavioural objectives set out in the school's
curriculum form the basis for the assessment of behaviour. All the teachers who teach the student assess
his/her behaviour.
In Ressu Comprehensive School the student's behaviour is assessed during daily school work, in parents'
meetings, in reports for grades 1–6, in study unit feedback for grades 7–9 and in self-assessment.
44
8.1.5 ASSESSMENT IN SPECIFIC CASES
Assessment of students needing special support
The learning difficulties of the student are taken into consideration in the student's assessment. In making
that assessment, methods are to be used with the help of which the student is capable of demonstrating
his/her performance as well as possible.
The assessment criteria for a student who has been enrolled or transferred to the special needs education is
to be defined in an individual educational plan (IEP) for that particular student.
If it had been decided during the student's admission or transfer to the special needs education that the
student will study according to the general basic education curriculum, his/her performance will be assessed
with the criteria used for the performance assessment of other students.
If it had been decided during the student's admission or transfer to the special needs education that the
student will study according to an individual syllabus in one or more subjects, the student's performance will
be assessed on the basis of the objectives established for him/her personally and defined in the IEP.
Throughout the basic education programme and for the final assessment, verbal assessment may be used
for subjects studied in accordance with the individualized syllabi.
Assessment of students transferred to special needs education
If it has been decided during the student's transfer to the special needs education that the student will
study according to the general basic education curriculum, his/her performance will be assessed with the
criteria used for the performance assessment of other students.
Students whose mother tongue is not Finnish
Classes where the instruction language is Finnish in Ressu Comprehensive School
In the assessment of study subjects, the student's background and his/her gradually improving mastery of
the Finnish language are taken into consideration. In the assessment of the student, diversified and flexible
methods that are adapted to the student's situation are used, so that the effect of his/her possible
deficiencies in Finnish can be reduced to fairly assess his/her performance. Mother tongue and literature as
a subject is assessed according either to the syllabus where Finnish is regarded as the second language or to
the syllabus where Finnish is regarded as the mother tongue. The school will make a separate decision for
each student. Assessment of the student may be verbal throughout basic education, with the exception of
the final assessment.
For the duration of preparatory teaching and a year after that, student assessment is based on the
objectives set out in the curriculum.
Simultaneously with preparatory teaching the student can also complete some basic education syllabi for
certain subjects. In these cases, the student will receive a separate certificate of having completed a basic
education syllabus. The assessment may be verbal or numerical. If the student completes the whole syllabus
of some basic education subject during preparatory teaching, a numerical grade will be given.
For the learning plan of a student with immigration background, who is to be placed in one of the grades 7–
9 and who hasn't studied a foreign language, the curriculum sets the objectives for language study and
describes the support modes needed with the help of which the student can achieve the objectives of the A-
45
language syllabus by the time of the final assessment. The student can also participate in the study of B1English, which when realized with support measures is assessed as an A-language in the basic education
certificate at the latest.
Mother tongue of a student with immigration background
At the end of the school year the student is given a separate report about having participated in the study of
the native language of the immigrant student. Recorded in the report are the language taught, the extent of
it and verbal assessment. A separate report will be given also about the final assessment. The final report
will be based on describing the student's performance.
If Finnish is not the student's mother tongue, his/her studies can be considered, in accordance with the
teacher's opinion, either as satisfying the requirements of the Finnish as the second language syllabus or
Finnish as the mother tongue syllabus. The same language cannot be assessed as the mother tongue and as
the second or foreign language for the same student. The Finnish as the second language subject is
assessed throughout the schooling in accordance with the curriculum for the Finnish as the foreign
language subject. The final assessment for Finnish as the second language abides by the City of Helsinki
schools' common criteria for the final assessment of Finnish as the second language. If found necessary, a
teacher of mother tongue and literature will participate in the assessment. When needed, the student and
his/her parent or other guardian will be given feedback in assessment discussions facilitated by an
interpreter. During the assessment discussions, attention will also be paid to the student's self-assessment.
In the final assessment, the student's mother tongue will be assessed numerically if the student has studied
it for at least two grades between grades 7–9.
Classes where the instruction language is English
All the students, regardless of their language background, will be assessed in accordance with the criteria
English as the mother tongue. When needed, any of the students, except those speaking Finnish or English
as their mother tongue, will be given a chance to study English as the second language. This is to be agreed
upon between home and school.
The students studying Finnish language in classes where the instruction language is English are subject to
the same principles as the students in classes where the instruction language is Finnish as described above.
46
Assessment of students who are not subject to compulsory education
In the assessment of those not subject to compulsory education the curriculum is followed during studies.
The same principles that are used for other basic education are also used in the final assessment.
8.1.6 ASSESSMENT GUIDELINES FOR RESSU COMPREHENSIVE SCHOOL
Ressu Comprehensive School students are assessed orally, verbally and numerically during
the school year. Progress in study subjects, work and behaviour are assessed in all grades
in each assessment time.
Grades 1–6
PYP
Grades Autumn term
1–4
Intermediate assessment
 Verbal assessment
Spring term
School year report
 Verbal assessment
MYP
Grades Autumn term
5–6
Intermediate assessment
Spring term
School year report
 Numerical assessment
 Numerical assessment
 Verbal assessment
 Verbal assessment
Verbal and oral assessment in the annual work plan in accordance with the schedule
mentioned
 Assessment discussions
 Student's self-assessment forms
 Portfolio
Grades 7–9
MYP
Grades 1st unit
7–9
Unit feedback
Verbal
assessment
Student's selfassessment
2nd unit
4th unit
5th unit
Unit
Unit
School year
feedback
feedback
report/Final
Verbal
Verbal
report
assessment assessment
Student's
Student's
Numerical
selfselfassessment
assessment assessment
Oral assessment in accordance with the schedule mentioned in the annual work plan
 Assessment discussions
 Portfolio
47
Intermediat
e report
Numerical
assessmen
t
3rd unit
Verbal assessment
PYP programme
In the oral assessment (grades 1–4) of the PYP programme, the student's knowledge, skills, management of
concepts, attitudes and activities are described.
Numerical assessment
MYP programme
The following grading is to be used both in the numerical assessment during the schooling as well as in the
final assessment:
Grade Verbal
Description
assessment
10
excellent
The student achieves all the objectives for the subject. He/she is able to
analyze and evaluate information and skills. The student understand the
connection between the things he/she has learned and wider contexts and
can apply and deepen the knowledge of what has been learned almost
faultlessly in a wide variety of learning situations.
The student
demonstrates special interest, insight and originality in his/her work. The
student participates actively and completes the tasks given carefully and
in time and shows initiative while doing so. He/she is responsible and
capable of cooperation. He/she constantly produces excellent results in
his/her work.
9
very good
The student achieves all the objectives for the subject. He/she is able to
analyze and evaluate information and skills. The student is capable of
applying and deepening what he/she has learnt in wide variety of learning
situations. The student demonstrates insight and originality in his/her
work. The student participates actively and completes the tasks given
carefully and in time. He/she shows initiative and is responsible and
capable of cooperation.
8
good
The student achieves the main objectives for the subject. He/she is
occasionally able to analyze and evaluate information and skills. The
student is capable of applying what he/she has learnt in different learning
situations. He/she can compensate for not having achieved some of the
objectives by exceeding the targets in some other areas. The student
occasionally demonstrates insight and originality in his/her work. He/she
participates actively and completes the tasks given carefully. The student
is responsible and capable of cooperation.
7
satisfactory
The student achieves many of the main objectives for the subject. He/she
is occasionally able to analyze and evaluate information and skills. The
student is capable of applying what he/she has learnt in normal learning
situations. He/she participates quite regularly and shows responsibility in
completing the tasks given.
6
moderate
Some of the objectives are not achieved or the student clearly has
difficulties in some of the areas. He/she is able to analyze and evaluate
information and skills only in rare occasions. He/she needs support for
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applying what has been learnt even in normal learning situations. The
student participates and works moderately.
5
adequate
The student tries to achieve the objectives for the subject, but does not
achieve most of them. His/her participation and work is limited.
4
fail
The student does not achieve the objectives for the subject. He/she does
not participate or work even in a limited way.
The student collects his/her portfolio during the school year. Work is collected in the portfolio in a
sustained manner, and it reflects the student's development curve throughout his/her schooling.
Progress in studies and the reasons behind not being moved up in grade
The student will be promoted to the next grade if he/she acceptably completes all the objectives of the
subjects or subject groups in the syllabus specified in the curriculum. The student may be promoted to the
next grade level even if he/she has failed in some of the subjects if it is judged that he/she will be able to
cope with the next school year's objectives acceptably. In such cases a learning plan for the subject in
question is drawn up. The plan will demonstrate how the student can complete his/her studies acceptably.
A student who has failed in some subjects may be given an opportunity to demonstrate, in a separate
examination, that he/she has acceptably achieved the objectives of the grade for the subject in question.
The separate examination may contain a diversity of demonstration opportunities.
When considering whether to retain the student in a grade, the benefits of that from the viewpoint of the
student's situation as a whole are always evaluated. The required student welfare staff participates in that
evaluation. A student may be retained in a grade, if he/she has failed in one or more subjects and it is
judged that he/she cannot cope with the next grade's objectives. A student can also be retained in a grade
due to his/her generally poor school performance, even if he/she hasn't failed in any subjects. In that case,
the parent or other guardian will be reserved an opportunity to be heard before any decision is taken in the
matter.
Cooperation with the student's parent or other guardian will be made closer if it is noted that the student's
performance in one or more subjects has considerably deteriorated. This is very important in the case of
students who are in the final phase of their studies.
Students progressing according to a personal study programme:
A student advancing with his/her personal study programme moves to the next grade after the school year's
work has ended. The student can be retained in a grade only if his/her school performance is generally poor.
A student studying according to his/her personal study programme is considered a 9th grade student until
he/she either completes the whole basic education syllabus and receives a basic education certificate or
reaches the age limit for compulsory education and resigns from school.
49
A student is promoted to the next grade if he/she acceptably completes the studies included in the syllabus
for the grade. Once the student has shown him/herself able to master the contents of each subject at least
adequately, the studies can be judged completed. Before being graded as fail in a subject, the student will
be offered a chance for remedial teaching. If the student doesn't pass a subject, he/she must demonstrate
having achieved the acceptable knowledge and skills in a separate examination(s) during the school year or
after the end of school work during the time mentioned in the school's curriculum.
The student can be retained in a grade, if he/she has not acceptably completed the studies or if it is
appropriate due to his/her general performance at school. The parent or other guardian can take the
initiative about retaining the student in a grade. However, it is the joint decision by the principal and the
student's teachers whether to retain the student. The student's mild learning difficulties are always taken
into consideration in the assessment. The special needs teacher, together with the student's teachers,
participates in the assessment.
Final assessment
Principles of the final assessment
The final assessment must be nationally comparable and treat the students equally. The task of the final
assessment is to determine how well the student has satisfied the objectives of basic education in different
subjects.
The final grade is based on the student's performance at the final phase. The final phase is formed of the
grades 8–9 except in those subjects in which joint teaching ends earlier.
The student's performance is assessed in relation to the national final-assessment criteria which define the
level of knowledge and skill needed for a grade of eight (8). In the final assessment, work skills are included
in the final assessment criteria for the subjects. The student will be given a grade of 8, if he/she on average
demonstrates the performance level required by the criteria: failing to meet some criteria can be
compensated for by surpassing the standard of other criteria. The student will earn a grade of 5 (adequate)
if he/she is able to demonstrate, to some degree, the performance level required by the criteria.
Basic education certificate
In the final phase of basic education, the core subjects for which a numerical grade is given are mother
tongue and literature, second national language, first foreign language, mathematics, physics, chemistry,
biology, geography, health science, religion or ethics, history, social science, music, visual arts, crafts,
physical education and home economics
In the mother tongue and literature subject, the syllabi, of which the student studies one or two and which is
defined in the core national curriculum, is assessed If the student changes the subject studied (mother
tongue and literature, second national language or foreign languages), the syllabus which he/she has
studied last is assessed in the final assessment. The same procedure is followed if the student has switched
from religion to ethics or vice versa. The number of weekly lessons per year is recorded only for art and
physical education subjects and for optional subjects.
Those optional subjects that form an integrated syllabus of at least two weekly lessons per year are
numerically graded. Optional subjects involving fewer than two weekly lessons per year or modules
consisting of such syllabi are assessed verbally. If an optional subject assessed verbally is viewed as an
advanced study in a core subject, a completion of that optional subject may raise the grade for the core
subject in question.
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If the student's parent or other guardian requests in writing, a language to be studied as an optional subject
can be graded verbally.
If the student receives instruction in his/her own religion, the assessment he/she has received is noted in the
basic education certificate only if that instruction has been given by a provider of basic education. Any grade
that may have been received in respect of instruction given by a religious congregation is not noted.
The basic education certificate is to make note of a subject's language of instruction if at least half of the
lessons in the subject have been taught, in the final phase of basic education, in a language other than the
school's language of instruction.
All students who have completed the whole basic education syllabus are entitled to receive a basic
education certificate. The final assessment is based on the objectives of the national basic education and on
the subject group specific objectives of the MYP programme. A grading scale drawn up according to the
instructions of the Finnish National Board of Education and the MYP programme is used for the purpose.
Final assessment takes place during grades 6–9.The purpose of the final assessment is to define the level of
performance of the student ending his/her basic education and guide the student in his/her orientation for
further studies. To define the level of performance and national comparability, use is made of national
subject organization's instructions and examinations, the subject group specific assessment criteria of the
MYP programme and examinations by the Finnish National Board of Education. No assessment of the
student's behaviour is noted on the basic education certificate. If requested by the parent or other
guardian a separate report of the student's behaviour can be provided.
Certificate of resignation
A certificate of resignation is issued to a student who transfers to another school or resigns from basic
education or has not been able to complete compulsory education. The lesson-hour distribution observed by
the school and an explanation of the possible emphases of instruction are to be appended to the certificate.
No assessment of behaviour is noted in the resignation certificate.
A student who resigns from the school before completing the basic education syllabus will be issued with a
resignation certificate. In Helsinki, no resignation certificate is issued to a student transferring from one
school to another within the city municipality; the information related to the student's study is
communicated to the new school using the student card, and a copy about the latest assessment is given to
the student and his/her parent or other guardian. No assessment of the student's behaviour is noted on the
resignation certificate. If requested by the parent or other guardian, a separate report of the student's
behaviour can be provided.
Assessment revision
The student's parent or other guardian can, within two months after having been informed about the
assessment, ask for a revision of the decision or final assessment concerning the student's progress or
retainment in a grade. The request should be directed to the principal. The principal and the student's
teachers together decide about the revision. A parent or other guardian who is not satisfied with the
revision can ask the State Provincial office to rectify the assessment.
Certificates and reports used in the course of basic education
A school year report is issued at the end of the school year. It is an assessment about the student's progress
and performance as seen by the teacher. The amount and format of the assessment feedback to be given
during the school year is defined in the curriculum. A student's self-assessment is not included in the actual
school year report, but it can be given as a separate attachment to the school year report.
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If the student receives instruction in his/her own religion, the assessment he/she has received is noted in the
basic education certificate only if that instruction has been given by a provider of basic education. Any grade
that may have been received in respect of instruction given by a religious congregation is not noted.
If at least half of the student's lessons during a school year have been taught in a language other than the
school's language of instruction, the language actually used in the instruction and the subjects taught with
that language must be noted on the certificate.
If the student studies according to individualized syllabi, the numerical or verbal grade given will be marked
with an asterisk (*). The certificate's or report's further information section is to include a mention of the
fact that the student has studied the subjects marked with an asterisk (*) in accordance with an
individualized syllabus (Basic Education Act, Section 17, Subsection 2).
Model reports and certificates
The following model reports and certificates have been attached with this publication:
 Intermediate assessments
 School year reports
 Basic education certificate
8.2 SCHOOL EVALUATION
School evaluation is basic school community work and part of Helsinki's general education assessment. The
objective of the evaluation is to support the learning of pupils and students as well as the work of
educational services staff and both obtain and analyze information to form the basis for the school's
development activities and decision making.
The base for the planning of activities and finances each school year is formed, apart from the school's own
curriculum, with the strategic, operational and economic objectives of general education and the previous
school year's annual report. The school exploits the evaluation results available for the planning of
operations and finances.
During self-evaluation and when monitoring its own results, the school pays attention to the evaluation
practices mentioned in the policies for the assessment of general education. The results of these evaluation
practices and their development are also taken into account.
The school participates in national investigations and surveys ordered by the local education department,
responds to inquiries and takes advantage of the results obtained from them in the development of its
operations.
Besides using evaluation practices and targets that are common to all, the school can choose to use its own
evaluation methods and select evaluation targets based on its own approach.
The primary responsibility for school evaluation is carried by the principal and the teachers.
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8.2.1 STRATEGIC EVALUATION
Both the Student Association as well as the Teacher's Association participate in the drawing up of the
school's plan of operation for the school year. The operating plan is processed for acceptance by the
school's board.
The financial plan on a calendar year basis is worked out by the principal and the vice-principal in
accordance with the plan of use for the money appropriated as proposed by the Teachers' Association. The
principal monitors the implementation of the school's financial plan and reports to the Teacher's
Association on the use of the money budgeted for the purpose. When planning the next calendar year's
budget, a note is made about the realization of the previous year's plans.
Based on the operating plan, an annual report is produced at the end of each school year. The Teacher's
Association, the Student Association and the school board all participate in the evaluation of the operating
plan implementation. In the operating plan for the following year, the development areas and priority areas
brought into view in the previous year's annual report are paid attention to.
8.2.2 CONTINUOUS EVALUATION AND DEVELOPMENT
The school uses the operations part of the operating plan as a means for self-evaluation. The operations
part contains largely the same assessment areas as the criteria of European Foundation for Quality
Management (EFQM). Every fourth year, the school sends a summary report of the principal results of selfevaluation to the local education department in accordance with a separate instruction.
The international IB organization evaluates the school by auditing it regularly every 3–5 years.
8.2.3 SCHOOL'S SELF-EVALUATION
Approach
In addition to municipal and national evaluation, the school itself assesses its operations and
implementation of its own objectives. The self-evaluation focuses on each teacher's work and on the
operation of the entire school community. Purposeful and jointly planned evaluation improves the school's
chances to function as a good learning and work environment.
Objectives
The objective of the school's self-evaluation is to monitor the implementation of curricula and constantly
develop its activities.
Implementation
The school community evaluates its work in diverse ways with the help of methods jointly
agreed upon and mentioned in the school's annual operational plan. It improves its selfevaluation taking into account the school's resources and current needs. The selfevaluation can be both written and oral, and the participants, when required, can include
53
teachers, other school staff, students and parents or other guardians. Information and
knowledge obtained by various methods is made good use of in the school's operations.
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9. OBJECTIVES AND CONTENTS OF EDUCATION
9.1 INTEGRATION AND CROSS-CURRICULAR THEMES
9.1.1 INTEGRATION OF EDUCATION
In integrated education, the work plan starts out from the objectives of different subjects, their contents and
themes. Also the school's educational areas of emphasis are paid attention to in the planning. In the plan,
the teacher uses the objectives and contents of different subjects and themes in a variety of ways so that,
together with the chosen methods, an integrated whole is formed. Instruction may be implemented by
theme or subject group in such a way that contents of many different subjects are simultaneously dealt with
in it. In primary education, in the planning of work, the student's ways to act that are characteristic to their
age group are taken into account. Also attention is paid to how to progress from familiar to unfamiliar and
from everyday thinking to conceptual thinking.
9.1.2 CROSS-CURRICULAR THEMES
Nationally defined cross-curricular themes represent the central emphases of the school's educational and
instruction work and themes that integrate teaching work. In Helsinki, the themes are realized in schools'
operational culture and structures, in the instruction of subjects and possibly as cross-curricular themes
connecting different subjects. Implementation of the themes during grades 1-9 is planned in cooperation
with the area's comprehensive schools and as far as possible with different cooperation partners. In the
implementation of cross-curricular themes, the opportunities and challenges offered by Helsinki and
especially the school's own area are considered. In the selection of these themes, future perspectives are
emphasized. The national themes are:
Growth as a person
The "Growth as a Person" cross-curricular theme in the values of Helsinki's comprehensive schools is seen as
everyone's right for decent learning and development as a learner, as well as growing as a human being and
becoming educated. It is of central importance to support children's and young people's growth in order to
allow them to take the responsibility of their own life and common future. The joint "Concepcion of
learning" part in the curriculum of Helsinki's comprehensive schools includes interactivity and development
as a learner. In the sections on learning environment and operational culture as well as on work methods,
social goals are emphasized. The goals related to physical and social growth can be found in policy
descriptions on student participation, school meals and self-assessment. The main idea behind student
welfare is to promote growth as a human.
Cultural identity and internationalism
The "Cultural Identity and Internationalism" cross-cultural theme is reflected in the values of Helsinki's
comprehensive schools and considered in the "Learning environment and operational culture" section of the
curriculum. Reinforcing the student's own cultural identity, esteeming Finnish culture and promoting
interaction between cultures form part of Helsinki's comprehensive schools' underlying values. Promotion of
interaction is also seen as a key part of the school's operational culture. Helsinki offers bilingual,
multicultural and international learning environment, where the student will be helped to develop his/her
cross-cultural interaction skills and cooperation capabilities and will be provided with opportunities to
create international contacts. Helsinki has excellent opportunities for many-sided and memorable cultural
cooperation.
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Media skills and communication
The "Media Skills and Communication" is a central theme in trying to secure the students' chances for equal
participation and equal say in our modern society. Helsinki's schools emphasize the joy of expression, skills
in the use of media and communication as well as skills in information management. In the use of media
and communication skills the training focuses on diversity of expression and on critical attitude towards
media use. In information management the important issues are information acquisition, critical stance
towards source contents, copyright issues, web ethics and information security.
Some of the theme goals are included in the "Learning environment and operational culture" and "Work
methods" sections. The theme is also partially implemented through the school's information strategy.
Participatory citizenship and entrepreneurship
Many of the goals of the "Participatory Citizenship and Entrepreneurship" themes are included in the
common alignments of Helsinki's comprehensive schools' curricula in the "Student involvement" section. The
goals are also reflected in Helsinki comprehensive schools' underlying values, conception of learning,
learning environment and operational culture, work methods and the sections dealing with student
counselling and educational guidance counselling. The student will have an opportunity to learn how to
participate and exert influence in the society, for example, through the Student Association Board. The skills
needed include how to form a critical opinion, decision-making based on negotiation and how to participate
in the concerns of the local and school communities.
Responsibility for the environment, wellbeing, and a sustainable future
Many of the goals of the "Responsibility for the Environment, Wellbeing, and a Sustainable Future" theme
are included in the underlying values of Helsinki's comprehensive schools. The theme is also dealt with in the
following sections: Learning environment and operational culture, Work methods, Student involvement,
Guidance activities and Student welfare.
Helsinki's schools support students' growth into responsible
citizens and promote their capabilities and motivation to act for the environment, human wellbeing and
agreeable future. In the schools' joint policies, also the significance of the student's wellbeing for growth,
development and learning is brought up. Some of the objectives of the theme are realized through the
school's environmental programme as well.
Safety and traffic
The safety perspective of the "Safety and Traffic" theme is also apparent in the underlying values of
Helsinki's comprehensive schools. Taking care of safety is a joint undertaking for all school's students and
staff. The learning environment and the operational culture must be both psychologically as well as
physically safe and health promoting. The safety aspect is also included in the Student welfare, Cooperation
between school and home, and School evaluation sections. Each comprehensive school has rules
incorporated in a code of contact, the task of which is to promote safety at school. Cooperation in the
transition phase of education promotes the student's psychological and physical safety. Factors related to
health and safety are taken into account in the implementation of morning and afternoon activities and
school meals as well as in issues related to school journeys. The students are encouraged to assume the
responsibility for their own health.
Technology and the individual
Some of the goals of the "Technology and the Individual" theme are included in the "Learning environment
and operational culture" and "Work methods" sections. In the planning and implementation of the physical
learning environment, care is taken to provide the student with an opportunity to grow into a member of
56
the knowledge society; also, the use of information and communications technologies in education is
promoted. Some of the goals of the theme are also implemented through the school's information strategy.
9.2 UNDERLYING VALUES OF THE EDUCATION, CROSSCURRICULAR THEMES AND THE INTEGRATION OF EDUCATION IN
RESSU COMPREHENSIVE SCHOOL
The underlying values for education in Ressu Comprehensive School on grades 1–9 consist of integrated,
comprehensive education, cultural identity and internationality as well as interaction and communication
skills, which all have their origin in the IB education programmes. From among the national themes,
cultural identity and internationality (2) as well as media skills and communication (3) are implemented
through the education, thanks to the underlying values.Also other cross-curricular themes based on the
national curriculum have been fitted into the themes and subject groupings, which are in line with the IB
education programmes and crossing subject boundaries.
9.2.1 THEMES CROSSING SUBJECT BOUNDARIES IN PYP (RESSU COMPREHENSIVE
SCHOOL, GRADES 1–4)
In instruction arranged in accordance with PYP, the aim is to make learning integral and relevant, focus on
essential things, make it challenging to the student and related to the reality around us. Learning will
consist of goals characterizing the learner (the learner's characteristics), central concepts related to
learning, phenomena-based approach and themes surpassing subject boundaries.
Themes
The aim is to organize education by integrating it into relevant wholes, which are not dependent on the
student's cultural background, with the help of themes crossing the subject boundaries. With the help of
themes it is possible to deal with both local and universal subjects and topics. The themes are common to
all school's implementing PYP.
These themes which cross subject boundaries are:






Sharing the planet
Who we are
Where we are in place and time
How we express ourselves
How the world works
How we organize ourselves (and work as members of community)
Staging
During the school year there are six stages of phenomena-based approach. Each entity is always related to
one of the six themes. The stages are presented in a plan covering all the stages during a school year.
Themes structuring the investigative learning process:
57
Who we are
The core of this theme is the concept of "I", the ego. With the help of the theme we can examine beliefs
and values, personal physical, psychological, spiritual and social health, family community, friendship,
communities and cultures. The investigation also focuses on rights and responsibilities and on the different
meanings behind being human. Of the national themes, this theme encompasses especially Growth as a
person (1) and Cultural identity and internationality (2).
Where we are in place and time
With this theme we can investigate how place and time define us. The investigation focuses on our
personal history, on local and global history and geography from the local and universal perspective,
people's homes and travel, voyages of discovery, migration of tribes and peoples and inventions of
importance for the whole human kind. With the help of this theme it is possible to cast light on the
development of both the individual as well as civilization. Of the national themes, this theme encompasses
especially Safety and traffic (6) and Technology and the individual (7).
How we express ourselves
The theme leads us to investigate how we express our nature, ideas, feelings, beliefs and values through
language and arts. Of the national themes, this theme encompasses especially Growth as a person (1) and
Media skills and communication (3).
How the world works
The focus of the investigation is on the physical world, natural phenomena and phenomena caused by
humans, as well as on the world of science and technology. Of the national themes, this theme
encompasses especially Responsibility for the environment, wellbeing, and a sustainable future (5) and
Technology and the individual (7).
How we organize ourselves (and work as members of community)
With the help of this theme we can deal with systems and societies created by humans, the nature of work
and its value, unemployment and their effect on us and the world surrounding us. Of the national themes,
this theme encompasses especially Growth as a person (1) and Participatory citizenship and
entrepreneurship (4).
Sharing the planet
The theme leads us to investigate our rights and responsibilities towards other human beings and living
nature. The theme deals with issues related to our limited public natural resources and to nature in general
as well as with different societies and the relationships between them. Of the national cross-curricular
themes, this theme encompasses especially Responsibility for the environment, wellbeing, and a
sustainable future (5) and Technology and the individual (7).
9.2.2 THEMES CROSSING SUBJECT BOUNDARIES IN MYP (RESSU COMPREHENSIVE
SCHOOL, GRADES 5–9)
58
In the MYP the teaching changes towards more subject based compared to the PYP. The
PYP themes are replaced by areas of interactions, which are Approaches to learning,
Community and Service, Human Ingenuity, Environments and Health and Social
Education. The areas of interaction are the linkages between different subjects and subject
groups and help to not only link the subjects learned to each other but also to the
surrounding world. The areas act as perspectives in the studying of the different subject
and make learning more holistic. The areas of interaction are not specific subjects and are
not assessed separately although they are included in the assessment of the 9 th grade
personal project.
Approaches to learning
How do I learn best? How do I know? How do I communicate my understanding?
Approaches to learning is the central idea of the MYP programme and comprehends all
teaching. The aim of the approaches to learning is to develop the student’s intellect,
attitudes, strategies and skills that will result in critical, coherent and independent thought
and the capacity for problem solving and decision-making. The approaches to learning is a
wider concept than studying skills. The aim is to recognize thinking processes and the
strategy use of them. Of the national cross-curricular themes, this theme encompasses
especially growth as a person and media skill and technology.
Community and service
How do we live in relation to others? How can I contribute to the community? How can I
help others?
Community and service starts in the classroom and extends beyond it, requiring students
to take an active part in the communities in which they live. The aim of the teaching is to
encourage students to act responsibly in their immediate surroundings and in the whole
world. The emphasis is on developing community awareness, the ability to care and take
responsibility, and also the skills and attitudes that are needed to make an effective
contribution to society. Of the national cross-curricular themes, this theme encompasses
especially participatory citizenship and entrepreneurship.
Environments
Where do we live? what resources do we have or need? What are my responsibilities?
The area of interaction aims to develop students’ awareness of their interdependence with
the environment so that they understand and accept their responsibilities in sustaining the
environment for the next generations to come. The students examine global environmental
questions which require the understanding of the concept of the sustainable development.
Of the national cross-curricular themes, this theme encompasses especially responsibility
for the environment, wellbeing, and a sustainable future.
Health and social education
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How do I think and act? How am I changing? How can I look after myself and others?
The area of interaction aims to develop students to live physically and emotionally healthy
and to be aware of all the possible dangers. The choices that the students make are based
on knowledge and they respect both their own physical emotional well-being. This area of
interaction encourages students to explore themselves and build healthy relationships. Of
the national cross-curricular themes, this theme encompasses especially growth as a
person, media skills and technology and safety and traffic.
Human ingenuity
Why and how do we create? What are the consequences?
The area of interaction allows students to explore the products of the innovative and
creative human and to consider their impact on society and the mind. The student learns
to appreciate and develop in themselves the human capacity to enjoy and improve the
quality of life. Of the national cross-curricular themes, this theme encompasses especially
technology and the individual.
9.2.3 INTEGRATION OF EDUCATION
In integrated education, the work plan starts out from the objectives of different subjects, their contents and
themes. Also the school's educational areas of emphasis are paid attention to in the planning. In the plan,
the teacher uses the objectives and contents of different subjects and themes in a variety of ways so that,
together with the chosen methods, an integrated whole is formed. Instruction may be implemented by
theme or subject group in such a way that contents of many different subjects are simultaneously dealt with
in it. In primary education, in the planning of work, the student's ways to act that are characteristic to their
age group are taken into account. Also attention is paid to how to progress from familiar to unfamiliar and
from everyday thinking to conceptual thinking.
Grades 1–4 follow the PYP programme, which is based on integral instruction. In the MYP programme for
grades 5–9, close cooperation between subjects is essential.
9.3. OBJECTIVES OF SUBJECTS, SUBJECT GROUPS/COURSES,
CONTENTS, WORK METHODS AND EVALUATION
9.3.1 CORE SUBJECTS
9.3.1.1 A-languages
In Ressu Comprehensive School the study adheres to the international IB educational
programmes. Grades 5–9 follow the MYP programme, where general objectives have
been set for each subject group.
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Goals and objectives
Goals:
The goal of learning and teaching an A-language is to encourage and help the student to:

use the language as a means for thinking, creativity, observation, learning and
self-expression
 use the language as a means for personal growth, interaction and creation of
human relationships in the international community
 understand clearer the features of one's own and other cultures by observing
how people influence each other through different works of art
 investigate the many sides of language with the help of media and information
technology
 develop skills related to speaking, listening, reading, writing and image
understanding in different contexts
 express oneself in a required manner and based on many kinds of texts
 read extensively to generate a lifelong interest on language and literature
 develop a critical and creative approach to the study and analysis of literature
 develop language skills with cross-scientific work
 understand both the cultural as well as historical role of literature
 consider the learning process in its different phases from all its sides
 be able to empathize with other people and fictive characters in a suitable
manner and in appropriate situations
Objectives:
The objectives of A-language include both language and literature. These objectives cover
the different sub- areas of language: talking, listening, reading, writing, and image
understanding
At the end of the comprehensive school studies the student should be able to:






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understand and analyse the language of both familiar and new texts, their
contents, structure, meaning and purpose
demonstrate critical text reading skills
use the language for narration, description, analysis, explanation,
argumentation, persuasion, information, entertainment and expression of
feelings
show similarities and differences between genres by comparing texts and
combining themes
create a planned product on the basis of fiction and documentary texts and
show capacity to individually interpret works of art
understand the different levels of language to interpret the writer's or speaker's
purpose
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

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

express one's thoughts clearly and logically both when speaking and when
writing
form coherent and logical thoughts and opinions both orally and in writing and
explain them with suitable examples
separate the text's core thought from the rest of the text
use and understand suitable and variable vocabulary and expressions that suit
to the situation
use the grammar purposefully for producing a good variety of sentence
structures
choose the correct way of speaking and writing in accordance with the
addressee

9.3.1.1.1 FINNISH AS THE MOTHER TONGUE (MOTHER TONGUE AND LITERATURE)
Introduction
The fundamental task of instruction in mother tongue and literature is to spark the
student's interest in language, literature, and interaction. The instruction must also be
founded on the development of the student's thinking, self-expression and interaction
skills, on training the student's speaking, reading and writing skills that are necessary in life
and on reinforcement of Finnish cultural identity. The objective is that the student becomes
an active reader and communicator with the ability to receive, interpret, evaluate and
choose between different pictorial and verbal messages and produce them as required by
the language use task and situation.
Mother tongue and literature is an informational, skill and artistic subject that is necessary
from the viewpoint of both growing as a human being as well as participating in society.
The development of the student's language sense and skills is necessary because his/her
mother tongue is the foundation for learning: language, interaction and information
acquisition skills are both subjects of learning as well as means of learning. By reading
literature, the student will get raw material for the development of his/her emotional life and
world view and for developing his/her imagination and aesthetic sense.
In Ressu Comprehensive School, the instruction for mother tongue and literature
emphasizes the support for the student's personality and his/her communication and
media skills. The subject has a special status at the school when viewed from the
perspective of implementation of integral, comprehensive education and themes.
Common objectives for grades 1–2
The foundation for the instruction in mother tongue for grades 1–2 is the development of
the student's self-expression, thinking and interaction skills, training the student's
speaking, reading and writing skills and reinforcement of Finnish cultural identity. The
instruction makes allowance for the student's individual and often quite different starting
points. The learning process, which started at home and continued in daycare and in preprimary education, is to be supported and continued in grades 1–2.
1st
grade's
emphasis
objectives:
areas
of 1st grade: key contents
Expression
62
Expression
The student will
 learn how to express oneself orally
 learn to listen to instructions and
statements by others
 learn to listen to the narration of the
teacher and other students
 aim to reciprocate in conversations
 find out about the basic skills of
presentation
 prepare one's own presentations
 practice being part of the audience
Reading
The student will
 learn to recognize and read
phonemes, syllables and words
 learn to recognize long, strange
words
 gradually move to silent reading
 practice reading with understanding
 get excited about learning
Writing
The student will
 learn to write phonemes, syllables,
words
 learn the forms of small and capital
letters when print writing
 learn spelling on the word level
 learn to express oneself in writing
 find out about the rudiments of word
processing as far as possible and
applicable
 learn good work techniques
Literature
The student will
 familiarize oneself with literature
suited for the age group
 learn to converse about what was
heard and read
 practice the use of the class, school
and general library
63







discussions
listening to instructions and
statements
tasks developing the imagination
voice control practice
expression practice
own presentations
following other presentations
Reading
 sound–letter correspondence
 word recognition
 independent reading
 reading comprehension
Writing
 phonemes, syllables, words
 capital and small letters in print
writing
 texts based on one's own imagination
and experience
 the right way to hold the pen and the
correct way to sit when writing
Literature
 tales, poems, stories, picture books
 pictures, comics, videos
 telling about one's own reading
experiences
 visits to libraries
 visits to cinema, theatre and local
events when possible
2nd grade's
emphasis
objectives:
areas
Expression
The student will
 learn how to express oneself orally
 learn to listen to instructions and
statements by others
 learn to listen to the narration of the
teacher and other students
 aim to reciprocate in conversations
 practice the basic skills of
presentation
 prepare one's own presentations
 practice being part of the audience
of 2nd grade: key contents
Expression
 discussions
 listening to instructions and
statements
 expressing of one's own knowledge,
experiences, thoughts and opinions
 improvisation tasks
 own presentations
Reading
Reading
 rhymes, poems, tales and stories
The student will
 reading comprehension tasks
 learn to read fluently and eloquently
those texts that correspond to his/her
 use of different information sources,
reading skills
e.g. TV programs, papers, pictorial
encyclopedias
 learn to read independently and
silently

 aim to read with understanding
 practice reading.
Writing
 spelling on the word and sentence
Writing
level
The student will
 practice in producing written
 learn to write easy and familiar words
characters
 production of own texts
 learn spelling on the sentence level
 alphabetical sorting
 learn the forms of print writing letters
 practices in word processing
 study the writing of font types
 the right way to hold the pen and the
 express oneself in writing
correct way to sit when writing
 learn the alphabetical order
 practice the rudiments of word
processing as far as possible and
applicable
 learn good work techniques
Literature
The student will
 learn to read literature that is suitable
Literature
for his/her age groups
 different and different level texts,
 learn to find agreeable reading for
children's books
him/herself
 discussions based on read texts
 learn to find information
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

learn to use class, school and
general library services
learn to examine what was heard and
read




concepts: protagonist, time and
scene of the events, plot
book classification: picture book,
book of fairy tales, nonfiction book
visits to libraries
visits to cinema, theatre and local
artistic events when possible
Working methods
 concentrated listening and viewing, conversation lead by the teacher, in pairs and
different groups, narration, play and drama, individual practice
Assessment in grades 1–2
Achievement of key objectives is estimated by observing work during lessons, on the basis
of oral and written achievements and with the help of the student's self-evaluation. Along
with the development of language skills, attention will also be paid to the student's interest
on hobbies.
During the first grade, in the assessment of mother tongue and literature special attention
is paid on the student's progress in the subject's different sub-areas. The student's
knowledge and skills are assessed taking into account his/her earlier performance. His/her
learning achievements are compared also with the areas of emphasis of the objectives set
for the 1st grade.
In the second grade, the student's progress is compared with his/her earlier achievements
and learning as well as with the objectives in the school's curriculum. At the end of the
second grade, the assessment also takes note of the description of the good performance
in the subject as detailed below.
The parent or the guardian will receive feedback about the student's progress in
assessment discussions and in intermediate and school year reports.
Description of good performance at the end of the 2nd grade
Speaking and listening
The student will
 be able to act purposefully in everyday speaking situations, follow the teacher's and
other students' narration and discussion and aim to reciprocate as a speaker; in
discussions he/she will react with his/her own thoughts and opinions as well as with
questions on what is said
 be accustomed to express oneself orally: be able to tell about his/her observations
and experiences to a small group in such a way that the hearers can follow the
story; he /she will participate together with his/her class in expression practices

Reading and writing
The student will
 be able to make observations, in line with his/her age group, about the meaning and
65
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


form of language become encouraged to analyse the words' syllable and phoneme
structure, rhyme and ponder about the meanings and forms of words; he will be
able to list the letters in an alphabetical order and can utilize the alphabetical order
have progressed from the initial reading phase to the phase where the basic
technique is strengthened. As a result, the fluency and speed of reading improve;
reading will now be quite effortless: recognize familiar words without having to spell
them letter by letter, word by word, will be able to utilize this technique when
reading a strange word; will be fluent in reading texts meant for his/her age group
have progressed in the skill of reading with understanding to making deductions;
will have started to observe, while reading, whether he/she is able to understand
the read text and knows that general knowledge as well as different experiences
and knowledge of language can be used as a help for understanding
want to express him/herself also in writing, have practiced writing for different
purposes and can also use imagination when writing
improve his/her writing skills: motoric stabilizing of writing by hand will take place,
and the student will be able to connect letters to each other; he/she will be able to
produce own text also with a computer; the spelling of easy and familiar words will
by now be almost faultless, and the student will start using end-of-sentence
symbols and a capital letter in the beginning of a sentence.

Literature
The student will
 find him/herself suitable and agreeable reading; he/she will use the reading skills for
one's own satisfaction and sometimes also to find information
 have read at least some children's book corresponding to his/her reading skills, and
his/her media reading skills will be sufficient to follow, use and reciprocate to
programs and materials designed for his/her age group.
Common objectives for grades 3–5
In grades 3–5 the main goal of instruction in Mother tongue and literature is the learning of
fundamental skills in the mother tongue. The objectives of the instruction are the learning
of fluent reading and writing techniques, a deepening of reading comprehension, and the
augmentation of information acquisition skills and vocabulary. The student is guided in
listening to, speaking, reading and writing various types of texts.

During these grades, reading literature and diversified writing have intrinsic value,
but they are also used to aid developing the student's reading proficiency,
expressive resources, imagination, and creativity. The student will also gain practice
with sharing and processing their own reading experiences. The student is guided
to observe spoken languages in the environment and value them.
3rd grade's objectives: areas of emphasis 3rd grade: key contents
Interaction skills
Interaction skills
The student will
 producing understandable messages
by speaking and writing
 be encouraged to participate in
discussions
 receiving heard and written messages
 aim to consider others in his
 practice in conversation skills
66



communication
learn to deal with everyday situations
familiarize with media
practice being part of the audience
Text understanding
The student will
 gain practice in understanding heard
and read texts
 practice different reading techniques
 practice reading different texts
 learn to observe and evaluate his/her
reading
Information management skills
The student will
 practice information acquisition
 practice the use of libraries

practice in running everyday errands
Text understanding
 practice in listening with concentration
and comprehension
 reading aloud or silently without
missing words
 reading of fictitious and nonfictitious
texts
 eloquent reading
 anticipatory reading: pictures, titles
and earlier information
 searching key issues on the basis of
what was heard and read
 introduction to mind maps,
consideration of text contents
Information management skills
 use of various nonfiction books
 use of libraries
 guided, simple information search in
information networks
Preparing
oral
presentations
and Preparing
oral
presentations
and
compositions
compositions
The student will
 practice of voice control
 develop the skills of oral and written
 explaining and describing a familiar
expression
issue
 practice clear and fluent handwriting
 expressing an opinion and justifying it
 practice evaluation of oral and written
 planning a story with a plot
products
 letter fonts
 application of orthographical rules
 outlining, correction and evaluation of
one's own text
 giving and receiving feedback
Literature and other culture
The student will
Literature and other culture
 read a variety of literature suitable for
his/her age group
 different and different level texts, text
 gain practice with sharing and
collections
processing his/her own reading
 drawing up a mind map based on the
experiences.
read text
 get to know his/her country's and
 book classification: story, adventure
other countries' cultures via different
and nonfictional books
art forms
 visits to cinema, theatre and local
 gain experience in seeking texts that
artistic events when possible
correspond to his/her reading skills
67
Function and structure of language
The student will
 learn to understand basic things
about grammar
 preliminarily familiarize with the partof-speech system
 learn to form different sentences
 learn to observe the differences
between spoken and written
languages.
4th grade's
emphasis
objectives:
areas
Interaction skills
The student will
 practice different interaction skills
 practice conversation skills
 learn basic things about media
 practice being part of the audience
Text understanding
The student will
 learn to understand different heard
and read texts
Information management skills
The student will
 learn to use the library
 learn to use nonfiction books and
internet as sources of information
Function and structure of language
 alphabetical sorting
 vowel, consonant, variations in the
duration of phonemes
 word classification based on
meanings
 sentence, capital letter, end-ofsentence symbols, comma in a list
 comparisons between spoken and
written language
of 4. grade: key contents
Interaction skills
 narration and explaining
 everyday situations
 expression of one's own opinion,
posing questions and using one's turn
to speak
 listening to others and paying
attention to them
Text understanding
 practice in listening with
concentration and comprehension
 browsing, searching, verbatim and
reasoning reading
 emphatic reading
 distinguishing the main issues from
side issues, drawing up thought maps
 considering the thoughts and ideas of
the text
 comparing and evaluating texts
Information management skills
 organizing library material, book
searches and borrowing books
 guided, simple information retrieval
from information networks
 use of different types of nonfiction
texts
Preparing
oral
presentations
and
compositions
Preparing
oral
presentations
and
The student will
compositions
 learn to produce texts of different
 practice of voice control
types both orally and in writing
 talking and writing about familiar
 develop the skills of oral and written
situations and things
68


expression
gain practice in evaluating and
explaining one's own written and oral
products
improve in producing clear and fluent
handwriting
Literature and other culture
The student will
 read a variety of children's and youth
literature
 be able to select agreeable reading
matter for his/herself
 find out about the key concepts in
literatures
 get to know his/her country's and
other countries' cultures via different
art forms





sectioning a story with a plot
use of information obtained in a
literary work
feedback and reasoning behind it
handwriting practice
expression practice
Literature and other culture
 collected works and short texts
 sharing a reading experience in a
group
 key concepts in literature such as the
plot, protagonist, minor characters,
time and place of the events
 visits to cinema, theatre and different
events when possible
Function and structure of language
 parts of speech
Function and structure of language
 local cases
The student will
 main and dependent clause
 learn to classify words based on their
 punctuation marks in a sentence
meanings and declination
 comparison between spoken and
 learn parts of speech
written language
 revise basic grammar issues
 be able to distinguish spoken and
written language from each other

69
5th grade's
emphasis
objectives:
areas
of 5th grade: key contents
Areas of interaction on the 5th grade
Interaction skills
Approaches to learning
Interaction skills
 being a part of an audience, trips and
 listening with concentration and
The student will
visits
understanding
 get practice in the management of
 active listening and narration based
 practicing different ways of
interaction skills
on what was heard
reading
 develop his/her discussion, narration
 taking one's turn in conversations,
 reading a common book
and listening skills
justifying one's own opinion
 key concepts in literature
 text analysis and note-taking skills
 evaluating things read and heard
Text comprehension
Text comprehension
 planning and editing of one's own
The student will
 skimming, searching, literal and
text
 learn to read fluently different texts
inferential reading
 handwriting and spelling
 get practice in the use of strategies to
 searching for main issues in text
 information search from different
improve reading comprehension and
 drawing up a mind map and taking
sources
edit and prepare the text read
notes
 text comprehension
 learn to consider ideas awakened by
 summarizing and using intermediate
 introduction to the structure of
texts and connect them with their own
headings
language
lives and environment
 evaluating things read and heard
 considering a text's ideas and
Guiding questions connecting different
comparing texts
subjects
Information management skills
 How to study different subjects?
The student will
 How do I get and apply
 learn to use the library
Information management skills
knowledge?
 learn to look for and use appropriate
 introduction to the grouping and
 How to express myself?
nonfiction books and dictionaries
contents of library materials
 use the Internet as a source of new
 practice with searching for and
Environments
knowledge
borrowing books
 possible visits to cinema, theatre
 independent information retrieval
and other events
Preparing
oral
presentations
and
from books
70
compositions The student


simple information retrieval from
information networks and guided
information retrieval stages
will be able to make a written and oral
presentation on a given topic
Preparing
oral
presentations
and
 will be able to use diverse language
compositions
and sentence structures in oral and
written expression
 preparing a glossary and using it
when writing and in a presentation
 will practice planning, editing and
adding the finishing touches to one's
 practicing a presentation
own texts
 sequencing and illustration in oral
 will write fluently using his/her own
presentations
handwriting
 practicing how to enrich the language
 will be able to produce text with a
 practice in sentence structures
computer.
 use of headings and paragraph
breaks
 use of clear and fluent handwriting in
Literature and other culture
school work
The student will
 guided practices in word processing
 read a lot and can investigate the
contents using different methods
 expand his/her knowledge by reading Literature and other culture
 learn to use relevant concepts in
 reading and evaluation of the class's
literature
common complete works and books
 get to know his/her country's and
and texts of personal interest
other countries' cultures via different
 sharing one's own reading experience
art forms and media.
in a group
 key concepts in literature such as the
plot, protagonist, minor characters,
time and setting of the events
Function and structure of language
 visits to cinema, theatre and different
The student will
events when possible
 be able to distinguish between the
main and the dependent clauses
Function and structure of language
 be able to distinguish the principal
Guiding questions connecting
subjects
 Where do I live?
different
Human ingenuity
 creative expression
 creative writing
Guiding questions connecting different
subjects
 What does creativity mean to me,
and
how
do
I
assume
responsibility for my own actions?
Health and social education
 observing interaction
 expression practices
Guiding
subjects



questions
connecting
different
How do I interact with others?
Who am I?
How do I use my voice and
understand what I read?
Community and service
 basic factors in communication
 expressing one's own opinion and
justifying it
 improvement of conversation skills
 improvement of expression skills
 active listening
 preparing oral presentations
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

parts of a clause
get to know the inflection of verbs
and nouns
make comparisons between spoken
and written language.






punctuation
 giving and receiving feedback
main and dependent clauses
Guiding questions connecting different
subject and predicate
subjects
grouping of words on the basis of
 How do people communicate?
meaning and inflection
case and tense
written and spoken language, dialects
Work methods







concentrated listening and viewing
conversation lead by the teacher, in pairs and different groups
narration, reading, writing
play and drama
independent practice
pair and group work
educational trips and visits

Assessment in grades 3–5
Achievement of key objectives is estimated by observing work during lessons, on the basis
of oral and written achievements and examinations and with the help of the student's selfevaluation. Along with the development of language skills, attention will be paid in the
assessment to the student's interest in hobbies.
In the third and fourth grade, the student's progress is compared with his/her earlier
achievements and learning as well as with the objectives in the school's curriculum. At the
end of the fifth grade, the assessment also takes note of the description of the student's
good performance.
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The parent or the guardian will receive feedback about the student's progress in
assessment discussions and in intermediate and school year reports.
Description of good performance at the end of the 5th grade
The student's interaction skills have improved so that he/she
 ventures to express him/herself both orally and in writing, in various situations, and
wants to improve his/her skills in expression and interaction; he/she will know how
to take a turn to speak in a conversation
 recounts and describes one's own observations and ideas, and compares them with
the observations of others; is able to, in his/her communication, take the
communication situation and means of communication into account to some extent,
and will try to ensure that his/her own messages are understandable and reach the
recipient
 knows how to listen to other's ideas and how to form own opinions and justify them;
is accustomed to evaluating what he/she hears and reads
 is able to draw conclusions regarding the message content and the communication
situation by considering the means used in a spoken or written text
 is able to make a clear, small-scale oral presentation to a familiar audience; will
participate actively in expression exercises
The student's skills in interpreting and utilizing various texts will have developed so
that he/she
 has achieved a fluent basic reading proficiency
 knows how to use strategies to improve reading comprehension
 knows the main phases of information acquisition
 is used to utilizing the library and capable of searching for the information he/she
needs in printed and electronic sources
 finds the main elements also in texts in which there are words, sound and
illustrations
 distinguishes an opinion in age-appropriate texts and considers the text's
dependability and meaning for him/herself
 uses his/her reading skills for both benefit and fun
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The student's skills in producing texts and utilizing them for various purposes will
have developed so that he/she
 knows how to produce, in writing or orally, a variety of texts, such as accounts,
descriptions and instructions
 plans and develops ideas for the content of his/her texts and is able to construct
texts based on information, experience and imagination; the writer's own voice and
growing vocabulary will be evident in the compositions
 understands the importance of sentence structure and paragraphing in analysing
and organizing a text and knows how to use his/her knowledge in planning and
producing a text that proceeds chronologically; he/she will know how to use
sentences of different length varyingly in the texts and how to combine those
sentences with reasonable fluency
 knows how to do print writing; has developed a legible cursive handwriting
 is able to produce text also with word-processing programs
 has mastered the basics in the use of capital and lower-case initial letters and
forming compound words; will use terminal punctuation correctly and is accustomed
to using other punctuation as well.
The student's relationship with language, literature and other culture will have
developed so that he/she
 utilizes linguistic observations and skills in understanding and producing own and
others' texts
 has become accustomed to examining a text as a whole, and to distinguishing
between its parts; knows how to look for and classify words in a text on different
grounds and how to group words into parts of speech on the basis of meaning and
inflection
 knows that tense and person can be expressed with verbs
 distinguishes between subject and predicate in a simple text's sentences and
perceives the sentence as a part of the text
 knows the differences between the spoken and written forms of language and, in
his/her own expression, makes use of the division of roles between those forms
 has read the class's common complete works, an abundance of short texts, and a
variety of optional books, and has investigated them using different methods
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


is able to select pleasant reading and knows how to describe him/herself as a
reader; through reading will expand his/her knowledge, gain experiences and
develop the imagination
has also acquainted him/herself with the fiction of film and theatre, and fiction
created through other media.
6th grade: district-specific curriculum
In mother tongue and literature teaching, students who study the subject of mother tongue and literature in accordance with the Finnish
as the second language syllabus are taken into consideration. Finnish as the second language teaching abides by the City of Helsinki's
district-specific curriculum.
6th grade: key objectives
6th grade: key contents
Areas of interaction on the 6th grade
Interaction skills
The student will
 develop his/her communication
capabilities and sense of situation
 try, for his/her part, create an
atmosphere conducive to interaction
 understand that there are different
viewpoints based on different values
 dare to express his/her justified
opinions while considering others'
viewpoints.
Interaction skills
Approaches to learning
 basic knowledge of interaction and of
 listening with concentration and
the content, structure and manner of
understanding
expression of texts
 different ways of reading
 interaction skills in conflict situations
 reading a common book
 giving and receiving feedback
 key concepts in literature
 assessment of one's own and also of
 text analysis and note-taking skills
others' communication skills
 evaluating things read and heard
 presenting and defending of one's
 planning and editing of one's own
own viewpoints and improving one's
text
expression in interaction with others
 handwriting and spelling
 information search from different
sources
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Text comprehension
 text comprehension
 practice in listening with
 introduction to the structure of
comprehension and critical
language
evaluation
 practice in different reading
Guiding questions connecting different
techniques
subjects
 reading different texts
 How do I learn how to learn?
 sharing a reading experience in a
 How do I evaluate my own work
group
and learn to appreciate it?
 breakdown and classification of texts,
 How do I justify my viewpoints
comparisons,
evaluation
and
and share what I have learnt?

summarizing
 The student will improve in
Environments
information acquisition skills and
Information
management
skills
 possible visits to cinema, theatre


acquisition
of
information
from
and other events
 be able to use many kinds of sources
different sources and assessment of
in knowledge acquisition.
their dependability
Guiding questions connecting different
 taking notes using different methods subjects
 How does environment affect
 grouping and assembling materials
peoples' decisions?
into a presentation
 In what kind of environment do I
 use of simple source references
live?
Preparing
oral
presentations
and
Preparing
oral
presentations
and
compositions
Human ingenuity
compositions
The student will

practice
in
text
creation
process:
text
 become accustomed to planning
 creative expression
planning, improvement, modification
his/her communication and progress
and
evaluation
 creative writing
purposefully in speaking and writing
assignments
 text sequencing
Guiding questions connecting different
 learn to produce different texts for
 writing different texts by hand and
subjects
different purposes
with the help of information
 How do I build my own ethical and
technology
 be able to make good use of the
world view?
language knowledge acquired when
 development of a sense of sentence
speaking or writing
and clause and regularization of
Health and social education
spelling in written language
Text comprehension
The student will
 gain practice with active and critical
reading, listening and use of
communication means




 Information acquisition skills
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
feel encouraged to express oneself.
The student's relationship with language,
literature and other culture
The student will
 acquire basic knowledge of one's
mother tongue
 understand the importance of
language knowledge – from the
viewpoint of the language itself
 diversify one's reading pursuits
 get cultural experiences
 get material to build up one's
emotional life and world view
 understand the difference between
spoken and written language
 understand that spoken Finnish
varies in accordance with the user
and situation
 understand the significance that
fiction has for the expression of
different things
 master the basics of the language
knowledge of the grade.

oral presentations and expression
practices
The student's relationship with language,
literature and other culture
function and structure of language
 the basics of language knowledge
 parts of speech
 cases (excluding accusative,
abessive, comitative and instructive)
 finite forms and tense
 recognition of the subject, predicate
and object in simple sentences
 difference between a clause and a
complex sentence and the
recognition of dependent clauses
 use of comma between the main
clause and the dependent clause
 |
Literature and other culture
 reading and handling of core and
optional complete works
 main fictional genres
 different cultural experiences and
preparation for them, analysis and
sharing of experiences
 investigation and analysis of TV and
radio programs


observing interaction
expression practices
Guiding questions connecting different
subjects
 How do we interact with each
other?
Community and service
 basic factors in communication
 expressing one's own opinion and
justifying it
 improvement of conversation
skills
 improvement of expression skills
 active listening
 preparing of oral presentations
 giving and receiving feedback
Guiding questions connecting different
subjects
 How
to
communicate
understandably and respectfully?
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Work methods
 concentrated listening and observation
 conversation led by the teacher, in pairs and different groups
 narration, reading, writing
 drama
 independent practice
 pair and group work
 educational trips and visits
Assessment in grade 6
Achievement of key objectives is estimated by observing work during lessons, on the basis
of oral and written achievements and examinations and with the help of the student's selfevaluation.
Also completion of homework, planning of work and complying with instruction are
subjected to continuous assessment. Attention will also be paid to the student's interaction
skills and interest in hobbies. To get an approved grade, the student has to master the
core contents of the subject at least adequately.
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Grades 7–9
Introduction (See the joint introduction for grades 1-9)
Teaching in mother tongue and literature in grades 7–9 strengthens, diversifies and deepens the knowledge and skills obtained in
earlier grades. The main task of the teaching is to develop the student's interaction and information management skills as well as to
improve both oral and written expression. The student is guided to become even more aware of oneself and one's objectives as a
learner and language user. His/her text comprehension and production skills will broaden from the level of skills needed among a
circle of acquaintances closer to the level of satisfying the requirements of standard language use and those of new text genres. The
teaching aims to expand the student's stock of concepts and to offer means for planning of studies, learning and problem solving.
The task of education includes motivating the student to read, interpret and evaluate fiction and non-fiction and to acquire general
knowledge about language, literature and other culture. The aim is that the student's spirit and joy of self-expression would take fire
and persist and that the studies would give an opportunity to extend his/her world of experience and share it with others.
Common objectives
The basic objective for mother tongue and literature in grades 7–9 is that the student develops into an active and skilful
communicator who can use his/her language, information management and interaction skills purposefully and in accordance with the
language use task and situation both at school as well as outside (puuttuuko prepositio?) it. He/she learns to view pictorial and oral
messages critically and selectively and progresses in the analysis, interpretation and classification of different texts. The student
becomes accustomed to planning his/her communication, applying the language knowledge learned and, in his/her texts, taking into
account the communication situation and the recipient. He/she understands the importance of mother tongue and literature as a
means for developing thinking, ethical reflection, growth as a human being, building social relations and interaction, in addition to
information acquisition, participation in society and transfer of culture. The student reads a wide variety of literature and other texts,
including media texts. He/she becomes aware of the power of the media and different texts to produce mental images, modify one's
world view and to direct people's choices and learns to take a critical and selective attitude towards the messages around. The
student's interest towards language, literature and other culture grows and his/her cultural identity becomes stronger.
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Objectives
7th grade
Contents
7th grade
Interaction skills
The student will
 feel encouraged to express
his/her thoughts, viewpoints and
opinions in the new class and
school community
 learn to consider the thoughts,
opinions and feelings of other
people
 gain practice in communication in
interaction situations that are
central for learning and in building
social relations
Interaction skills
 revision and practice of the rules of
the game for polite conversation
 small scale expression practices
both in groups and individually
 practice in giving and receiving
feedback
 revision and practice of team work
skills
Themes
7th grade
Approaches to learning
 finding suitable reading methods for
the different genres of fiction and
non-fiction
 finding of sources that are suitable
for one's own work and their
evaluation
 modification of information to make it
suitable for one's own study
 revision and practice of team
work skills
Active and evaluative listening and reading
 practice
of
listening
with
concentration and understanding
 practice of listening with
concentration and understanding
 examination of different text
Text comprehension
 practice of skimming, literal,
types
The student will
combinatory an inferential reading
 image reading skill
 gain practice with active, receptive
 examination of narrative, descriptive
 different knowledge acquisition
and evaluative listening and
and explanatory text genres
skills as well as planning of
reading
 both emphatic and analytical reading
information
acquisition
and
 learn to understand the difference
source criticism
 practice in reading images
between fact and fiction
 non-fiction text comprehension
 improve his/her knowledge of
Information acquisition skills
 note taking techniques
different text types and genres
 information acquisition both with the
 different ways of study
help of printed sources and with the
 clear handwriting
help of the Internet
 purposeful planning of information
Guiding questions connecting different
Information acquisition skills
acquisition, evaluation of the
subjects
The student will
reliability of sources
 How to study in Ressu?
 gain practice in acquiring and
 sampling and summarizing of the
 How to assume the responsibility
selecting information from
main contents of factual texts
for my own study?
different types of sources and in
 taking notes and practicing the use
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
applying it in one's own work
learn to critically evaluate
information obtained from various
sources

of simple source references
finding out about different ways to
study

How to become a critical thinker
and activist?
Environments
and
 paying
attention
to
the
communication environment at
school and outside it
Preparing
oral
presentations
compositions
 practice of different oral
presentations in a group and
individually
 practice of measurement and timing
Preparing
oral
presentations
and
of turns in speech
compositions
 regular preparation of texts of
The student will
different lengths and type both by
 be encouraged and will learn to
hand and with the help of
produce different fiction and noninformation technology; the
fiction texts
emphasis is on texts of fiction and
 become accustomed to planning
emotional experiences
his/her communication and
 planning of the contents, structure
progress purposefully in speaking
and form of written texts and oral
and writing assignments
presentations
 become accustomed to taking into
 practicing text sequencing and
account the communication
starting and ending methods
situation, the means of
 applying, in one's own texts, things
communication and the recipient
learnt about correctness of language
in his/her texts.
use
 ensuring clear handwriting
The student's relationship with language,
 practice of communication using
literature and other culture
general spoken language in a
The student will
courteous manner and in the way
 become interested and even more
that considers the listener and the
aware of the structure and
reader as well as the situation
function of one's own mother

tongue
Literature and other culture
 learn to appreciate literature as
 regular reading of short fictional
Human ingenuity



expression and speech practices
in a group and individually
production of different texts
(emphasis on fiction)
viewing and analysis of movies
Health and social education
 consideration of the feelings of
others when giving feedback
Guiding questions connecting different
subjects
 How to mediate and interpret
messages?
Community and service
 Language as the base for interaction
between humans and as the
foundation of society
 Becoming tolerant towards speakers
of different languages
Guiding questions connecting different
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
provider of emotional experiences,
broadener of thoughts and
developer of one's own
personality
gain practice in using concepts
needed in sharing and analyzing
verbal and other cultural
experiences




texts and complete works; sharing of
reading experiences and their
analysis through discussions and
writing
revision of basic concepts in
literature and their use in the
interpretation of fictional texts
familiarization with the main genres
of literature
viewing movies; sharing the viewing
experience and its analysis
utilization of the cultural offer in the
school's neighbourhood
subjects
 Why is it important to accept
differences?
Language knowledge
 revision of parts of speech; the main
emphasis is on the verb's finite
forms and tense
 examination of word inflection
 development of the sense of
sentence and clause of written
language
 revision and regularization of correct
spelling
8th grade
Interaction skills
The student will
 feel encouraged to express one's
thoughts and opinions in a
structured and justified manner
8th grade
Interaction skills
 joint debates on instruction, pair and
group discussions and individual
oral presentations, the main
emphasis of which is on practicing
8th grade
Approaches to learning
 critical attitude towards media
 listening skills
 image reading skill and image as
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

while taking others into account
aim to respect others' views and
use them to develop one's own
thinking
learn to comment on other's
viewpoints




Text comprehension and information
acquisition skills
The student will
 become accustomed to wide
textual comprehension and
develop his/her knowledge of
different types of text
 gain practice with diverse, active
and critical listening and reading
of media texts
 get an idea of the power of the
media and different texts to
transfer information, produce
mental images, modify one's
world view and to direct people's
choices
 learn to search and apply
information in a critical and
selective manner
the expression of one's own views
as well as their justification and
defence
practice of respectful listening with
concentration and understanding
communication practice in conflict
situations, for example with the help
of arguments
practice of different language uses
required in different communication
situations
examination of non-linguistic
messages and their effects


text
active knowledge acquisition
noting down reference sources
Guiding questions connecting different
subjects
 How to effectively use different
sources?
 How to evaluate one's own work?
Environments

different worlds in the sub-genres of
fiction
familiarization with the cultural
environment in the neighborhood
Text knowledge and active and critical

listening and reading
 definition of the concept of text
 particularly finding out about text
types that are contemplative, leading
Guiding questions connecting different
and taking a stand on issues
 recognition and analysis of attitudes subjects
 How to learn in the immediate
and matters of opinion concealed in
environment and how to learn about
speech, writing and images
the immediate environment?
 examination of the aims of the

author of a text and of the

communication methods he/she has

used
Health
and social education
 learning of the main concepts
 awareness about the means of
related to newspapers and
influencing, their possibilities and
magazines: for example, news
dangers
criteria, editorial, writers' columns
 writing a short story belonging to a
 examination of news and
certain fiction sub-genre
advertisements
 fictional text as the basis of one's
 power of image as a means to
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inform and influence
Production and utilization of texts for
different purposes
Information acquisition skills
The student will
 active information acquisition both
from printed sources and from the
 grow to become a versatile and
authentic producer of texts
Internet
 feel encouraged and gain practice
 evaluation of the reliability of
in expressing and justifying own
information and selection of
views in one's texts
information sources
 learn to utilize other's viewpoints
 practice in noting down reference
in one's own texts and comment
sources
on them
 make good use of one's language Preparing oral presentations, compositions
and media texts
and text knowledge in planning
and producing texts
 small scale oral presentations: for
example, expressing one's opinion
and justifying it, effective speech,
participation in an argument
 regular writing of different types of
The student's relationship with language,
texts by hand or with the help of a
literature and other culture
computer; the main emphasis is on
The student will
writing reflective non-fiction texts
 learn to understand the character
and texts based on opinions
of language and communication
 directing texts to different target
as means to influence others
audiences and to different means of
 deepen one's knowledge of
communication
language
 planning and realization of news and
 diversify and deepen one's
advertisements
reading practice and knowledge of
 systematical development of the
literature
contents, language and form of texts
 get further experiences about the
 consideration and application of
ways of expression in movies and
different means of justification in
theatre
one's own texts


own product
interaction between fiction and its
context
Guiding questions connecting different
subjects
 How are cultures born, and how to
understand them?
 How to discover one's own
creativity?
Health and social education
 presenting one's own opinions
justifiably and in an appropriate
manner while considering others as
well
 selecting the use of language in
accordance with the communication
situation
Guiding questions connecting different
subjects
 How to communicate in a way that is
appropriate in different situations?

Community and service
 considering the audience and
situation during speech
 ways of influencing through speech
 ways of influencing through
advertising
 considering the recipient in media
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Literature and other culture
 regular reading and handling of
common and optional complete
works
 ample reading and examination of
short fictional texts; the main
emphasis on short stories
 examination of the most important
sub-genres in literature that are
suitable for the age group in
question
 power of literature as a means to
influence
 introduction to classic works of world
literature
 utilization of the cultural offer in the
immediate environment: for
example, cinema and theatre
experiences, other visits
 follow-up and evaluation of one's
own communication and media use
habits
 revision of information security
matters

communications and the
responsibility of the communicator
recognition of the text's aims and
attitudes
Guiding questions connecting different
subjects
 How do we influence?
Language knowledge
 examination of verbal means in texts
for the construction of meaning and
as ways to influence
 consideration of mood in language
and application, in different speech
and writing situations, of knowledge
gained
 practice of general spoken
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

9th grade
Interaction skills
The student will
 gain practice as a speaker, reader
and writer in different
communication situations at
school and outside it
 understand that good interaction
skills and their development are
central for the growth as a human
being, for study, human relations
and functioning in society
language, taking into consideration
the listener and the reader
development of the sense of
sentence and clause of written
language; examination of constituent
parts of a sentence and comma
rules
regularization of spelling rules and
clear handwriting
9th grade
Interaction skills
 analysis of different types of
interaction situations and practice of
communication methods suitable for
them: for example, an interview or a
meeting
 application, in one's own
communication, of what is learnt
from different types of language
variation
 practice in diversifying one's speech
repertoire; for example, speech for
Skill in interpreting and utilizing various
an occasion
texts
 giving structured and polite
The student will
feedback, receiving feedback
 gain practice with active and
critical listening and reading;
Listening and reading and text knowledge
his/her interpretative and
 regular reading of different types of
evaluative listening and reading
non-fiction texts, sharing and guided
skills will develop
analysis of one's reading experience
 develop one's knowledge of
 search and evaluation of facts,
9th grade
Approaches to learning
 analysis and comparison of one's
own communication and media
habits
 purposeful work in a group
 self-evaluation and peer assessment
 source criticism
 purposeful and systematic
knowledge acquisition
 increasing the accuracy of reference
techniques
 giving structured and polite
feedback, receiving feedback
Guiding questions connecting different
subjects
 How to evaluate and reflect upon
one's own learning?
 How to be an active and selfdirected learner?
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

different text genres and become
accustomed to anticipating the
kind of reading, listening or
information acquisition that is
required by different text types
become accustomed to the
process of information acquisition
and use and can utilize different
sources purposefully, selectively
and critically
gain practice in interpreting fiction
and use it as a provider of
emotional experiences and as a
means to develop one's own
thinking and to grow as a human
being



views, attitudes and values in
speech, writings and images
consideration of linguistic, structural
and stylistic characteristics of
different non-fiction genres: for
example, article or essay
diverse and critical information
search, selection of materials,
summarizing and analysing for the
needs of one's own texts
regular reading and guided
interpretation of different types of
fictional texts
Preparation of oral presentations and other
texts
 many types of oral presentations
Skill in producing texts and utilizing them
that are realized in different
for various purposes
combinations
The student will
 planning of the contents, structure,
 be able to produce text types that
language and form of purposeful
are of central importance for study
and organized oral presentations
and participation in society
 regular preparation of non-fictional
 be accustomed to planning and
texts: for example, drawing up of a
drafting of the contents, structure
reflective non-fiction text, a
and form of one's texts and giving
composition based on materials and,
them final touches
if possible, also an essay
 be able to make good use of the
 preparation of texts related to the
language and text knowledge
final assignment of the
learnt when speaking or writing
comprehensive school
 be accustomed to producing
 regular writing of different types of
different types of fictional texts
texts dealing with emotional
 understand that the production of
experiences and fictitious events
different texts is a central means
Environments
 living environments of kindred
nations
 world's language families
Guiding questions connecting different
subjects
 What is global environment and how
has it changed during time?
Human ingenuity



composition based on source
material
regular reading and guided
interpretation of fictional texts
folk traditions (Kalevala)
Guiding questions connecting different
subjects
 What can Finnish culture offer to us
and to other cultures?
Health and social education
 considering, by writing and
speaking, one's own language and
cultural identity and its significance
Guiding questions connecting different
subjects
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for information acquisition and
transfer, functioning in society,
developing thinking and growing
as a human being.

What is it like to be a young person
in today's world?
Community and service
 choice of a suitable form of language
in accordance with the situation and
the recipient
 valuing of the diversity of languages
 literature as the nation builder and
mirror of Finnish character
 influence of literature on society
 history of Finnish literature
 types of language variation
Language knowledge
 examination of the relationship
between language and thinking
 types of language variation: general
purpose language, everyday spoken
language, standard spoken
language, dialects, comparisons
between "Stadin slangi" (old slang
form in Helsinki) and the
contemporary slang
Guiding questions connecting different
 Finnish and its related languages,
subjects
Finland's language minorities
 What kinds of communities were
 characteristics of the Finnish
there before?
language
 What kinds of communities are there
 comparisons between synthetic and
in today's world?
analytic languages
 How one can actively work for the
 the most important language
benefit of one's school community?
The student's relationship with literature
families
and other culture
The student will
 regularly read both national and
The student's relationship with literature
foreign fiction
and other culture
 appreciate the importance of
 regular reading of core and optional
fiction and non-fiction as a means
complete works and shorter fictional
to transfer and develop culture
texts: the main emphasis on
 learn to know about the history of
contemporary Finnish literature and
Finnish literature and classics and
classics
become familiar with
 familiarization with non-fictional
contemporary Finnish literature
literature
Language knowledge
The student will
 understand the importance of
one's own mother tongue as a
means to advance one's thinking
 understand the relationship
between language and culture
 learn basic facts about the
development stages,
characteristics, status and
functioning of one's own mother
tongue and changes in it
 assimilate general knowledge
about the world's languages and
different language minorities
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


get to know about Finnish folk
traditions as well as the folk
traditions of foreign countries as
far as possible
become tolerant towards speakers
of different languages and
cultures
have more theatre and cinema
experiences




finding out about the history of
Finnish literature and the most
important authors
folk tradition genres, Kalevala
introduction to the most important
concepts related to theatre
utilization of the cultural offer in the
immediate environment: for
example, theatre and cinema visits
Work methods









purposeful examination and planning of one's own study
utilization, in study, of feedback received from the teacher and other students, giving feedback
joint educational debates by the whole class and pair and group discussions
oral and written individual work and pair and other group work
concentrated listening, observation, reading and writing
selection, interpretation, analysis and modification of information, received and acquired from different sources, for study
needs
improvisations, guided self-expression tasks, alone and in a group
individual practice in class situations and through homework
visits and study tours
Assessment
In the subject of mother tongue and literature, the teacher assesses the completion of central objectives on the basis of various
written and oral tasks and exams. The student's class work, homework, planning of work and complying with instructions as well as
presentation of work results and their interpretation are subjected to continuous assessment. In the assessment, special attention is
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paid to the student's interaction skills: for example, on how the student expresses oneself and what is his/her attitude towards other
members of the school community. In addition, the student is directed in self-assessment, in which he/she is supported by the
teacher as well as by other students. In the assessment, attention is also paid to the student's interest in hobbies. To get an
approved grade, the student has to master the core contents of the subject at least adequately.
The final assessment is based on the criteria issued by the Finnish National Board of Education.
Final assessment criteria for a grade of 8
The student's interaction skills have improved so that he/she
 wants and ventures to express him/herself in writing and orally, both alone and in a group
 demonstrates skill in inferential and evaluative listening
 knows how to take a turn to speak in idea-sharing and problem-solving discussions and in other group communication
situations and how to present a proposal, a position, a question, further information, and justifications
 furthers the group's attainment of an objective and knows how to act constructively also when people disagree about things
 knows the main differences between the spoken and written forms of language and takes account of the communication
situation, the recipient and the means of communication, for example when choosing a form of language; he/she will be able,
when needed, to shift from the spoken language of young people to standard spoken language
 is able to observe and evaluate one's skills in the mother tongue; he/she accepts feedback and makes use of it in developing
one's skills; he/she will also furnish constructive feedback to others and work purposefully both as an individual and in groups.
The student's skills in interpreting and utilizing various texts will have developed so that he/she
 can converse with a variety of texts: can ask questions, summarize, comment, disagree, present interpretations and
assessment, and consider the text's connections to one's own experiences and ideas
 knows the potential for using various texts and knows how to orient oneself in many types of text environment
 reads texts, including various media texts, using the appropriate reading method
 distinguishes between normal text types within entire texts
 recognizes typical genres of literary, media and everyday texts
 knows how to compare texts and how to find the essential elements of content, the author's opinion and its justifications
 is able to summarize a fictional text's plot, to prepare character descriptions and to follow the characters and the evolution of
their relationships
 knows how to describe a poem and present ideas about it
 knows that a text has an author and a purpose that influence its content, form, and manner of expression
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is able to make observations and draw conclusions about the visual and auditory techniques of texts
is able to make observations about language techniques; he/she will notice, for example, the connections between the text's
purpose and tone, on the one hand, and, on the other, word choices, the figurative language employed, sentence forms and
idioms differing in terms of stylistic value
is able to use the concepts taught regarding language information and text information in observing texts and to use
knowledge about literature for handling fictional texts.
The student's skills in producing and utilizing texts for various purposes will have developed so that he/she
 knows how to use a library, data networks, factual and literary works and orally transmitted information in obtaining
information; knows how to choose and state one's sources
 knows the process of preparing a composition or a spoken presentation and applies his/her knowledge when producing texts
 assembles adequate materials for one's presentation, organizes them, and brings out what is essential to the matter; the train
of thought in his/her text will be easy to follow
 is able to prepare oral and written texts for different purposes, including descriptions, narratives, definitions, summaries,
reports, letters, applications, letters to the editor, and other position-taking and reflective texts
 is able to produce his/her texts both by hand and with a word-processing program and to utilize information technology and
the media in the work in other ways, too
 knows how to utilize one's language skills in producing texts and how to make stylistic, vocabulary and structural choices; will
know how to regulate the structure and length of sentences and, as needed, how to condense one's text
 applies, in one's text, his/her knowledge of the differences between spoken and written language, of ways of showing courtesy
and of spelling practices.
The student's relationship with language, literature and culture will have developed so that he/she
 has achieved a reading proficiency adequate for reading entire books
 can find factual and fictional literature and other texts that interest him/her and is able to justify one's choices
 has read both Finnish and foreign poems, fairy tales, fables, short stories, representative dramatic texts and cartoons and
knows both poems of Kalevala and other elements of the folk tradition; will have read at least the jointly agreed-upon number
of complete works
 knows the main genres of literature, the main stylistic range of texts and some literary classics representing different eras
 is able to discuss, with others, one's experiences of reading and viewing texts
 knows how to talk about the phonetic, formal and sentence structure of language and about vocabulary; has knowledge of the
parts of speech and the key parts of a sentence; knows the main distinguishing features of the Finnish language and is able to
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compare Finnish to other languages that he/she has studied; has a conception of linguistic relationships and of the languages
related to Finnish
knows that the Finnish language varies according to the situation, user and geographic area
knows that language changes; has knowledge of the mother tongue's status among other languages and in a multicultural
linguistic community; is familiar with Finland's linguistic situation and has a basic knowledge of the languages spoken in
Finland.
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Finnish as a second language and Finnish as a foreign language
The Finnish as a second language curriculum common to all City of Helsinki schools as well as Ressu
Comprehensive School's Finnish as a foreign language curriculum are attached. If Finnish is not the
student's mother tongue, he/she will study, in accordance with the teacher's opinion, either according to
the Finnish as a second language syllabus or Finnish as a foreign language syllabus.
Student's other mother tongue
In the school's classes where the instruction language is English, it is studied as a mother tongue and
learning to read is done in English first. Teaching of other mother tongues is realized in a centralized
manner.
9.3.1.1.2 ENGLISH AS A NATIVE LANGUAGE
PYP
To plan language inquiry, teachers must consider the following questions.
 What do we want students to learn?
 How best will students learn?
 How will we know what students have learned?
What do we want students to learn?
Language is fundamental to learning and permeates the entire Primary Years Program (PYP).
By learning language as well as learning about and through language, we nurture an
appreciation of the richness of language and a love of literature. It is intended that the
language scope and sequence will address the needs of all learners of language in PYP
schools.
The language scope and sequence framework identifies the major expectations consid-ered
essential in the PYP. These expectations are arranged into three main strands: oral
communication, written communication and visual communication. These communication
strands are organized into sub-strands which include listening, speaking, reading, writing,
viewing and presenting. Each of the sub-strands is addressed separately, although in practice
they are interactive and interrelated elements of the program.
General PYP language outcomes
Students will understand:
 the reading process
 the writing process
 the effective use of language as a valuable life skill
 the internal structures of languages
 the complexity of languages
 that communicative competence comes before emphasis on accuracy.
Students will learn to be aware of:
 language as our major means of reflection
 circumstantial effects/changes (style, audience, purpose)
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the various influences on language (historical, societal, geographical)
the importance of literature as a way of understanding one’s self and others
differences and similarities in literature (structure, purpose, cultural influence)
differences and similarities between language dialects.
MYP
Studying English language arts as a native language program is essential for any student
engaged in the Middle Years Programme, as it provides an academic rigour within its own
subject group and also crosses the boundaries of the traditional disciplines. Each student
needs the opportunity to study language and literature within this subject group. The learn-ing
associated with English language arts as a native language program leads to a close
understanding of the fundamental concepts of the MYP:
 holistic learning
 intercultural awareness
 communication.
Grade 1 Aims:
Written communication:
Reading
 enjoy reading and being read to
and read for a variety of purposes
and respond to what is read
 read silently with a degree of
independence
 recognize that a story has a
beginning, middle and end
 understand and respond to the
ideas and feelings expressed in
various reading materials
 predict what may happen next in a
story and revise or confirm
predictions
 start to develop personal
preferences in reading
 understand sound–symbol
relationships and recognize and
name all letters and sounds
Writing
 show confidence and a positive
attitude to writing
 show some knowledge of, and a
willingness to use an appropriate
writing process
 use a simple dictionary or
thesaurus
 Oral communication: listening and
speaking
 appreciate and relate to different
Grade 1 Content:
Written communication:
Reading
 participate in paired, group or class
reading activities
 read and retell simple, familiar books
independently with confidence and will
be willing to take risks
 use a variety of reading strategies to
make meaning of text: picture cues,
directionality, phonics, self-correction,
one-to-one correspondence, context,
prediction, an increasingly developed
sight vocabulary, memory, punctuation,
syntax, rereading and reading on
 identify with a character or a situation
and recall the plot and characters of a
story
 recognize and use the different parts of
a book
 know the difference between fiction and
nonfiction
 begin to use reference books,
dictionaries and computers with some
independence and confidence
 read simple text aloud with expression
and with regard to punctuation
 know the alphabet and be able to use
simple alphabetical order.
Writing
 write about a range of topics that are
personally significant
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voice tones, and use tone, volume
and intonation to enhance
appreciate that a word can have
various meanings
express thoughts, feelings, ideas
and opinions and be able to
discuss them, respecting
contributions from others.
participate in imaginative play,
storytelling, role play and
dramatization of stories and
poems
begin to understand that language
is influenced by purpose and
audience
understand that communication
involves visual as well as verbal
features
understand that signs, symbols
and icons carry meaning
understand that not everything
they see is useful or relevant and
know how to make discerning
choices
begin to interpret information
provided in advertisements
begin to understand the role of
familiar media in their own and
their family’s daily life

write simple, sequenced stories with a
beginning, middle and end
 use some simple literary forms and
structures
 present writing appropriately with
correct directionality and spacing
 use capital letters, full stops and
question marks
 accurately spell some high-frequency
words
 use phonetic spelling
 begin to use some common spelling
patterns
 write legible upper- and lower-case
letters in a consistent style.
Oral communication:
listening and speaking
 listen attentively and considerately and
respond in small- and large-group
situations
 meaning use talk to establish
relationships with others and for a
variety of personal purposes
 be able to anticipate and predict when
listening to texts read aloud
 retell, relate and sequence events and
stories with increasing detail
 ask questions and give appropriate
answers
 hear the beginning, middle and end of
words, including blends and digraphs
Grade 2 Aims & Objectives
Grade 2 Content
Written communication:
Written communication:
Reading
Reading
 show an interest in a variety of
 read independently, fluently, accurately
fiction and nonfiction literature and
and with understanding
recognize and appreciate different
 engage daily in individual silent reading
literary styles and genres
with concentration
 understand and respond to the
 use reading for pleasure, instruction
ideas, feelings and attitudes
and information
expressed in various texts
 maintain a “reading reflections” or
 respond to text by identifying the
“learning” journal
main idea, recognizing cause and
 identify and describe elements of a
effect, distinguishing between fact
story
and opinion, questioning, and
 read to skim and scan in order to find
drawing conclusions
specific information quickly
 recognize that there are more
 read text aloud with fluency, expression
complex story structures than
and with regard to punctuation
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beginning, middle and end
 locate, select and use reference books,
 begin to understand that texts
dictionaries and ICT to find information.
may be interpreted differently by
Writing
different people
 experience and appreciate different
Writing
types of writing structures and styles
 demonstrate an increasing
 use appropriate punctuation to support
understanding of how and why
meaning
grammar works
 begin to select vocabulary according to
 accurately spell high-frequency
the audience and purpose
and familiar words and apply their
 use content-specific vocabulary which
knowledge of spelling patterns
may be connected to the unit of inquiry
using a range of strategies to spell
 write a descriptive, narrative or
words of increasing complexity
information paragraph with a topic
 use word processing to compose
sentence, supporting details and
written pieces and write
closing sentence
independently with confidence,
 write for a range of purposes, both
demonstrating an increasing
creative and informational, for
development of the individual
themselves and others
“voice” of the writer
 respond to the writing of others with
 begin to use literary devices such
sensitivity and respect
as similes, onomatopoeia, and
 compose using a range of structures
alliteration
and styles to reflect the particular
 experiment composing different
purpose of the writing
forms of poetry, including free
 reread their written work in order to
verse and those governed by a
make revisions and improve their
variety of structures
writing
Oral communication:
Oral communication:
listening and speaking
listening and speaking
 respect the power of language
 listen for a specific purpose in a variety
and its effect on others, showing
of situations
sensitivity and listen appreciatively
 listen responsively to stories read aloud
and responsively
in order to identify story structures and
 use language confidently,
ideas
appropriately and with increasing
 use a range of specific vocabulary to
accuracy
suit different purposes
 understand that ideas and
 explain and discuss their own stories
opinions can be generated,
and writing with peers and adults.
developed and presented through
 use more sophisticated storytelling
talk and work in pairs and groups
skills showing an increasing awareness
 begin to argue persuasively and
of structure and expression
defend a point of view andbegin to
 search for, record and present
paraphrase and summarize
information from a variety of media and
 organize thoughts and feelings
texts
before speaking use register, tone
and voice level appropriately and
purposefully
Grade 3–4 Aims & Objectives
Students will
Grade 3–4
Reading
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critically evaluate their own choices
 identify the elements of plot and the
in books and distinguish and
pattern in story outline
appreciate commendable or notable
 Students will identify the different
literature
types of conflict in a story.
 categorize literature
 Students will make informed
 identify genre
judgments about the author’s
purpose.
 read widely across the genre and
show an interest in a variety of
 show appreciation of different writing
literature.
styles
 Students will independently select
 recognize and understand figurative
the appropriate reading strategy for
language
the purpose of the activity
 identify and discuss forms and
structures.
 show awareness that poems have
layers of meaning and that they
 Students will be familiar with the
need to be read and reread, and
standard organization of informational
questioned and reflected on to yield
text.
their meaning
 locate, access, organize and
 be aware that poems are open to a
synthesize information from a variety
range of interpretations understand
of sources
that words can evoke mental
 generate new questions after reading
images
and connect these to prior knowledge
Writing
and experience
 use a range of modes in writing:
 use specific vocabulary to comment
narrative, descriptive, persuasive,
on and analyse poetry
expository
Writing
 have a fluent and legible style of
 participate in an appropriate writing
handwriting and show competency
process
in word processing.
 display a sense of audience by writing
 Students will write engaging stories
in a variety of styles for a range of
that have a recognizable and
purposes: matching the style of
appropriate structure.
writing to the task, adapting writing
 Students will use complex literatureaccording to the audience and
response writing.
demonstrating the ability to engage
 Students will use a variety of noteand sustain the interest of the reader.
taking and study skills to
 plan, organize and complete writing
comprehend oral and written text
projects of increasing length and
and gather information during
complexity
research.
 show individuality and creativity in
 Students will experiment composing
writing style.
different forms of poetry, including
 use writing independently and
free verse and those with specific
effectively to structure thinking and to
structures.
communicate.
 use an appropriate writing process
 use a range of pre-writing strategies
independently and confidently to
 use a variety of strategies for
communicate effectively and
collecting and organizing ideas,
fluently
details and information.
Oral communication:
 revise writing to clarify ideas, provide
listening and speaking
examples, change sequence and to
 Students will give complex
improve smooth flow of ideas
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instructions, directions and
messages and respond
appropriately to those of others
Students will listen appropriately for
a sustained period and for a variety
of purposes
show an active interest in and
respect for other languages
identify and appreciate differences
and similarities between languages
communicate in more than one
language.
Students will define the role of
advertising as part of media
presentation.
recognize that our interpretations of
visual presentations are influenced
by our backgrounds and
experience.

edit and proofread their own and
peers’ writing before completing a
final copy
 use appropriate punctuation,
grammar, and correct syntax and
increasingly complex sentence
structure
 recognize and use the main parts of
speech correctly
 use a range of vocabulary including
content-specific vocabulary, which
clearly and precisely conveys
meaning and creates atmosphere and
mood
 use figurative language appropriately
in writing
 use standard spelling for most words
and use appropriate resources to
check spelling.
 complete a bibliography to list
resources
Oral communication:
listening and speaking
 use discussion to generate, develop,
modify and present ideas
 participate appropriately in complex
discussions, conversations, class and
group meetings, and group
presentations
 argue persuasively and practise
debating skills, presenting a point of
view that is not necessarily their own
 understand how language can
influence points of view and the
responses of others
 infer meanings, draw conclusions and
make judgments.
 prepare and deliver an individual
presentation for a variety of purposes
 use a wide vocabulary and complex
sentence structures with a high level
of accuracy
 understand and use a variety of
literary devices such as metaphor,
simile, personification
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Grade 5
Objectives 5 - 9:
The student’s relationship with
language, literature, and other culture
will deepen.
The students will:
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Content:
Decoding
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three letter blends
consonant digraphs
“r” controlled vowels
base, compound, and multi-syllabic
words
plurals
contractions
inflected endings
possessives
prefixes, suffixes and Latin/Greek
roots and affixes
connections across texts
multiple-meaning words
features of genres
narrative summary
functional text (how-to)
figurative language
graphic sources (maps)
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become acquainted with the culture of

both their own country and other

peoples through literature, drama, and

film

read an ample amount of varied
literature for children and young people

and learn to select reading material

that is interesting and appropriate to

them: their positive attitude towards

reading is preserved
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nurture their interested in the

operations of language; they will come
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to understand the basics of
grammatical description and will learn
both to note the different languages
being spoken in their environment and Writing Process:
 Prewrite
to place value on to those languages
 Draft
gain basic knowledge of the media and
utilize communications media
 Revision
purposefully.
 Editing
 Publishing/Sharing
 Conferencing
A of I:
Approaches to learning
 keskittyvä ja ymmärtävä kuuntelu
 erilaiset lukemistavat
 yhteisen teoksen lukeminen
 keskeiset kirjallisuuden käsitteet
 tekstin jäsentäminen ja
muistiinpanotaidot
 luetun ja kuullun arvioiminen
 oman tekstin suunnittelu ja
muokkaaminen
 käsiala ja oikeinkirjoitus
 tiedon etsintä erilaisista lähteistä
 tekstin ymmärtäminen
 kielen rakenteeseen tutustuminen
Guiding questions connecting different
subjects
 Miten eri aineita opiskellaan?
 Miten hankin ja sovellan tietoa?
 Miten ilmaisen itseäni?
Environments
 mahdolliset käynnit elokuvissa,
teatterissa ja muissa tapahtumissa
Guiding questions connecting different
subjects
 Missä minä asun?
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Objectives 5 - 9:
The student’s skills in interpreting and
utilizing various texts will develop.
The students will:
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learn to read various texts fluently and
will become accustomed to observing
and evaluating themselves as readers
gain more comprehensive
understanding to various ways of
reading; they will become practiced in
using strategies to improve text
comprehension
learn to choose appropriate reading for
different purposes; they will become
accustomed both considering and
expressing ideas awakened by texts,
and connecting them with their own
lives and environment
learn to look for information from
different types of age-appropriate
sources.
The student’s skills in producing texts
and utilizing them for different
purposes will develop.
The students will:

learn to create variety of texts, both
orally and in writing
Content:
Comprehension
 cause and effect
 character analysis
 expository summary
 main idea with supporting details
 narrative summary
 features of genres
 inferences and generalizations
 word meanings
 inferences, generalizations,
predictions
Grammar/Conventions:
 Proper Nouns
 Sentence boundaries
 Nouns in subjects
 Combining sentences
 Verbs in predicates
 Combining sentences
 Simple and compound sentences
 Conjunctions
 Singular possessives
 Plural possessives
 Action Verbs
 Linking Verbs
 Regular Verbs
 Irregular Verbs
 “Be” Verbs
 Verb Phrases
 Contractions with “not”
 Past, Present, Future Tense
A of I:
Human ingenuity
 luova ilmaisu
 luova kirjoittaminen
Guiding questions connecting different
subjects
 Mitä luovuus minulle merkitsee ja
miten
otan
vastuun
omasta
toiminnastani?
Health and social education
 vuorovaikutuksen havainnointia
 ilmaisuharjoituksia
Guiding questions connecting different
subjects
 Miten toimin yhdessä muiden
kanssa?
 Kuka minä olen?
 Miten käytän ääntäni ja ymmärrän
lukemaani?
Community and service
 viestinnän perustekijät
 oman mielipiteen ilmaiseminen ja
perustelu
 keskustelutaitojen kehittäminen
 ilmaisutaitojen kehittäminen
 aktiivinen kuuntelu
 puhe-esitysten laatiminen
 palautteen antaminen ja
vastaanottaminen
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Objectives 5 - 9:

develop their self-expressive skills;
they will become accustomed to
evaluating their own expression, and
their vocabularies will grow and
become more precise
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learn to write fluently by hand, gain
experience in producing various texts
with a word-processing program, and
learn to use a different means of
communication.
The student’s interaction skills will
increase.
The student will:
 learn the skills of active listening
and communication in various
communication situations; they feel
encouraged to take part in
discussions and try to consider the
recipients in their own
communications
 learn to work with text environments
in which words, illustrations, and
sounds interact
 improve their own narrative and
overall expressive skills.
Content:
 Spelling Non-negotiable words
 Common/
 Quotation Marks
 Adjectives
 Prepositional Phrases
 Principal parts of verbs
A of I:

Guiding questions connecting different
subjects
 Miten ihmiset viestivät?
Listening & Speaking
 Listens for a Purpose
 Clear communication
 Speaks for a purpose and audience
 Critical Listening
 Culture
 Appreciation
Viewing & Representing
 Produces visual representations
 Analyzing visual representations
 Interpreting visual representations
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Grade 6
Objectives 5 - 9:
The student’s relationship with
language, literature, and other culture
will deepen.
The students will:
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acquire a basic knowledge of their
mother tongue and its structure,
variations, change
diversify their reading pursuits; their
knowledge of literature will deepen,
and they will get to know English
literature classics and other counties’
classics
gain further experience with
techniques of expression used in
drama and films
acquire a sense of the power of the
media and texts to produce images,
shape conceptions of the world, and
guide people in their choices
gain opportunities to broaden their
aesthetic experiential world: their
ethical awareness will become
stronger and their viewpoints on
cultures will broaden.
become tolerant of speakers of
different languages.
The student’s skills in interpreting and
Content:
Reading

Analyze characters, drama as a genre,
and how authors organize text

Chronology and cause/effect text
structure

Compare text with the reader’s
experiences

Connect, compare, and contrast ideas,
themes, issues across text

Demonstrate fluent reading

Describe mental images

Determine characteristics of cultures

Determine the text’s structure

Develop vocabulary through readaloud

Distinguish denotative and connotative
meaning

Distinguish fact/opinion

Form and revise questions

Identify author’s purpose

Identify the effect of text structure on
meaning

Independent reading

Infer, predict, generalize

Interpret analogies and idioms

Interpret figurative language and
information in different ways

Interpret personification, imagery,
metaphor
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Multiple meaning words
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Paraphrase, summarize and determine
A of I:
Approaches to learning
 keskittyvä
ja
ymmärtävä
kuuntelu
 erilaiset lukemistavat
 yhteisen teoksen lukeminen
 keskeiset kirjallisuuden käsitteet
 tekstin
jäsentäminen
ja
muistiinpanotaidot
 luetun ja kuullun arvioiminen
 oman tekstin suunnittelu ja
muokkaaminen
 käsiala ja oikeinkirjoitus
 tiedon etsintä erilaisista lähteistä
 tekstin ymmärtäminen
 kielen
rakenteeseen
tutustuminen
Guiding questions connecting different
subjects
 Miten opin oppimaan?
 Miten arvioin omaa työtäni ja
opin arvostamaan sitä?
 Miten perustelen näkemyksiäni
ja jaan oppimaani?
Environments
 Mahdolliset käynnit elokuvissa,
teatterissa
ja
muissa
tapahtumissa
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Objectives 5 - 9:
utilizing various texts will develop.
The student will:
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gain practice with active and critical
reading and listening; their interpretive
and evaluative reading and listening
skills will improve
develop their knowledge of types and
genres of text and become used to
anticipating what sort of way reading,
listening, or acquiring information the
genre of text and the objective call for
become used to process of obtaining
and using information and learn to use
many sources.
The student’s skills in producing texts
and utilizing them for different
purposes will develop.
The student will:
 develop into versatile and
independent creators of texts who
know how, when speaking and
writing, to make use of the language
knowledge they have learned
 feel encouraged to bring up and
justify their viewpoints and to
comment constructively on the
ideas of the others
Content:
main idea

Read thematically linked poetry, short
stories, and novels

Read to appreciate writer’s craft and to
produce research

Recognize and compare the unique
features of genres

Recognize plot, setting, and
problem/solution

Recognize style, tone, mood

Respond and make connections with
text support

Respond to text with relevant support

Study word origins

Support using direct quotes

Synonyms/Antonyms

Understand how the setting influences
the characters, their actions, and the
theme
Use dictionaries to locate meanings
A of I:
Guiding questions connecting different
subjects
 Miten
ympäristö
vaikuttaa
ihmisen päätöksiin?
 Minkälaisissa
ympäristöissä
minä elän?
Human ingenuity
 luova ilmaisu
 luova kirjoittaminen
Guiding questions connecting different
subjects
 Miten
rakennan
maailmankatsomustani ja omaa
maailmankuvaani?
Health and social education
 vuorovaikutuksen havainnointia
 ilmaisuharjoituksia
Guiding questions connecting different
subjects
 Miten
toimimme
vuorovaikutuksessa toistemme
kanssa?
Writing
 Reflect on ideas to write poetry, and
literary analysis
 Analyze published models
 Capitalize and punctuate
Community and service
 Collaborate with others and respond
 viestinnän perustekijät
to revise text
 oman mielipiteen ilmaiseminen
 Complex sentences using
ja perustelu
prepositional phrases
 keskustelutaitojen kehittäminen
 Compose elaborated sentences
 ilmaisutaitojen kehittäminen
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Objectives 5 - 9:
 become accustomed to planning
their communication and
progressing purposefully in their
speaking and writing assignments
 learn, in their texts, to consider the
situation, the medium of
communication, and the recipient
The student’s interaction skills will increase.
The student will:
 improve their communication
capabilities and sense of situation
 become practiced in functioning
purposefully and ethically as
speakers, readers, and writers,
building interactive relationship in
various communication
environments at school and
elsewhere
 try to maintain an atmosphere
conducive to interaction; they will
become accustomed to the
existence of differing viewpoints and
ways of interacting.
Content:
 Compound sentences
 Conventions based on students’
needs
 Document sources
 Emphasize voice, focus and
coherence
 Evaluate writing
 Focus on frequently misspelled
words
 Produce cohesive, coherent written
text
 Proofread his/her own and other’s
writing
 Punctuate dependent clauses
correctly
 Reflect on ideas to report and
produce re-search
 Revise by elaborating
 Roots, prefixes, suffixes
 Rule-based and sight word spelling
 Sentence boundaries
 Spell accurately in final drafts
 Use figurative language in writing
poetry
 Verb tense
A of I:



aktiivinen kuuntelu
puhe-esitysten laatiminen
palautteen
antaminen
vastaanottaminen
ja
Guiding questions connecting different
subjects
 Miten viestiä ymmärrettävästi ja
kunnioittavasti?
Listening & Speaking
 Listen to fluent models
 Connect experiences and insights
 Seek clarification by asking
questions
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105
Objectives 5 - 9:
Content:
 Connect through speaking and
listening
 Analyze aesthetic language
 Present dramatic interpretations
 Present reports
 Demonstrate effective
communication skills
 Evaluate presentations
 Compare oral traditions
A of I:
Viewing & Representing
 Describe illustrator’s effect on text
meaning
 Interpret events and ideas from
media
 Interpret events from graphic
representations
 Use media to compare ideas
 Produce visuals to extend meaning
 Produce visuals to complement
meaning
 Evaluate the purpose of media
 Distinguish purposes of media
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106
Grade 7
Objectives 5 - 9:
The student’s relationship with
language, literature, and other culture
will deepen.
The students will:
 acquire a basic knowledge of their
mother tongue and its structure,
variations, change
 diversify their reading pursuits; their
knowledge of literature will deepen,
and they will get to know English
literature classics and other
counties’ classics
 gain further experience with
techniques of expression used in
drama and films
 acquire a sense of the power of the
media and texts to produce images,
shape conceptions of the world, and
guide people in their choices
 gain opportunities to broaden their
aesthetic experiential world: their
ethical awareness will become
stronger and their viewpoints on
cultures will broaden.
 become tolerant of speakers of
different languages.
Content:
 Analyze basic elements of a novel
 Analyze elements of literature
w/graphic
organizers
 Analyze genres; mythology, nonfiction,
poetry, science fiction/fantasy, and
short stories
 Determine text structure and main idea
 Distinguish fact/opinion and persuasive
techniques
 Draw inferences and support w/text
evidence
and experience
 Find similarities/differences across text
 Identify author’s purpose
 Identify the effect of text structure on
text
meaning
 Interpret and represent text information
 Interpret/represent text information in
varied
ways
 Paraphrase/ summarize
 Produce effective research projects
 Recognize and interpret literary devices
 Recognize the features of poetry
 Recognize/analyze problem resolution
 Respond to text with relevant support
 Use prior knowledge to comprehend
A of I:
Approaches to learning
 sopivan lukutavan löytäminen fiktion
ja asiatekstien eri lajeihin
 omaan työhön sopivien lähteiden
löytäminen ja niiden arviointi
 tiedon muokkaaminen omaan
opiskeluun sopivaksi
 ryhmätyötaitojen kertaamista ja
harjoittelua
 keskittyneen ja ymmärtävän
kuuntelemisen harjoittelua
 erilaisten
tekstityyppien
tarkastelua
 kuvanlukutaito
 erilaiset
tiedonhankintatavat
sekä
tiedonhankinnan
suunnittelu ja lähdekritiikki
 tietotekstien ymmärtäminen
 muistiinpanotekniikat
 erilaiset opiskelutavat
 selkeä käsiala
Guiding questions connecting different
subjects
 Kuinka Ressussa opiskellaan?
 Miten otan vastuun omasta
opiskelustani?
 Miten opin kriittiseksi ajattelijaksi
ja toimijaksi?
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107
Objectives 5 - 9:
 use the language as a vehicle for
thought, creativity, reflection,
learning and self-expression
 develop the skills involved in
speaking, listening, reading, writing
and viewing in a variety of contexts
The student’s skills in interpreting and
utilizing various texts will develop.
The student will:
 gain practice with active and critical
reading and listening; their
interpretive and evaluative reading
and listening skills will improve
 develop their knowledge of types
and genres of text and become
used to anticipating what sort of way
reading, listening, or acquiring
information the genre of text and the
objective call for
 become used to process of
obtaining and using information and
learn to use many sources.
 demonstrate a critical awareness of
a range of written and visual texts
 read widely to promote a lifelong
interest in language and literature
 develop a critical and creative
approach to studying and analyzing
literature
Content:
expository text
A of I:
Environments
 viestintäympäristön
huomioiminen koulussa ja sen
ulkopuolella
Human ingenuity
 ilmaisuja
puheharjoitukset
ryhmässä ja yksilöllisesti
 erilaisten tekstien tuottaminen
(pääpaino fiktiossa)
 elokuvien
katsominen
ja
analysointi


Health and social education
Toisten tunteiden huomiointi
palautetta annettaessa
Guiding questions connecting different
subjects
 Miten välitän ja tulkitsen viestejä?
Community and service
 Kieli ihmisten välisen
vuorovaikutuksen ja yhteiskunnan
perustana
 Kasvaminen suvaitsevaiseksi
erilaisia kielenpuhujia kohtaan
Guiding questions connecting different
subjects
 Miksi on tärkeää hyväksyä
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108
Objectives 5 - 9:
Content:
A of I:
erilaisuutta?
The student’s skills in producing texts
and utilizing them for different
purposes will develop.
The student will:
 develop into versatile and
independent creators of texts who
know how, when speaking and
writing, to make use of the language
knowledge they have learned
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109
Grade 8
Objectives 5 - 9:
The student’s relationship with
language, literature, and other culture
will deepen.
The students will:
 acquire a basic knowledge of their
mother tongue and its structure,
variations, change
 diversify their reading pursuits; their
knowledge of literature will deepen,
and they will get to know English
literature classics and other
counties’ classics
 gain further experience with
techniques of expression used in
drama and films
 acquire a sense of the power of the
media and texts to produce images,
shape conceptions of the world, and
guide people in their choices
 gain opportunities to broaden their
aesthetic experiential world: their
ethical awareness will become
stronger and their viewpoints on
cultures will broaden.
 become tolerant of speakers of
different languages.
 use the language as a vehicle for
thought, creativity, reflection,
Content:
Reading









Compare texts by articulating and
discussing themes and making
connections that cross cultures
Develop vocabulary through study
of Greek and Latin roots
Draw conclusions to understand
characterization, symbol and setting
Make connections to literature and
to life
Paraphrase and summarize
narrative and expository text
Read a variety of texts such as
plays, short stories, essays and
poetry to recognize their
distinguishing features and to
appreciate the writer’s craft, and to
discover models for his/her own
writing
Read folktales to appreciate and
understand types of literature as
well as the history and development
of oral traditions in the Americas
and Anglo-Saxon culture
Read multi-genre selections to
understand and appreciate fiction
and nonfiction.
Recognize author’s purpose for
A of I:
Approaches to learning
 mediakriittisyys
 kuuntelutaidot
 kuvanlukutaito ja kuva tekstinä
 aktiivinen tiedonhankinta
 lähdetietojen merkitseminen
Guiding questions connecting different
subjects
 Kuinka käytän erilaisia lähteitä
tehokkaas-ti?
 Miten arvioin omaa työskentelyäni?
Environments
 erilaiset maailmat
kaunokirjallisuuden ala-lajeissa
 lähialueen kulttuuriympäristöön
tutustumis-ta
Guiding questions connecting different
subjects
 Mitä voin oppia lähiympäristössäni
ja lä-hiympäristöstäni?
Human ingenuity
 tietoisuus vaikuttamisen keinoista,
niiden mahdollisuuksista ja
vaaroista
 tiettyyn kaunokirjallisuuden alalajiin
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110
Objectives 5 - 9:
learning and self-expression
 develop the skills involved in
speaking, listening, reading, writing
and viewing in a variety of contexts
The student’s skills in interpreting and
utilizing various texts will develop.
Content:
using figurative language
 Recognize thematic links across
text
 Understand and use specialized
vocabulary, fact and opinion,
visualization, inference, and text
structure to comprehend text
 Use literary concepts to make
connections with text, self, and the
world
 Use questioning to enhance understanding of poetry and poetic forms
The student will:
 gain practice with active and critical
reading and listening; their
interpretive and evaluative reading
and listening skills will improve
Writing
 develop their knowledge of types
 Write to express, discover and
and genres of text and become
reflect on ideas
used to anticipating what sort of way
 Write to entertain such as to comreading, listening, or acquiring
pose humorous poems, essays or
information the genre of text and the
short stories
objective call for
 Write to inform such as to explain,
 become used to process of
describe, and narrate including
obtaining and using information and
reflective essays and responses to
learn to use many sources.
literature
 demonstrate a critical awareness of
 Write questions to direct research
a range of written and visual texts
 Take notes and organize ideas
 read widely to promote a lifelong
gained from relevant and
interest in language and literature
authoritative sources and present
 develop a critical and creative
them using acceptable formats
approach to studying and analyzing
 Choose appropriate form for writing
literature
his/her personal essay
 Produce cohesive and coherent
The student’s skills in producing texts
written texts through prewriting
and utilizing them for different
strategies, revision strategies, and
A of I:


kuulu-van novellin kirjoittaminen
kaunokirjallinen teksti oman
tuotoksen pohjana
kaunokirjallisuuden ja sen
kontekstin vuo-rovaikutus
Guiding questions connecting different
subjects
 Miten eri kulttuurit syntyvät, ja miten
voin oppia ymmärtämään niitä?
 Kuinka löydän oman luovuuteni?
Health and social education
 omien mielipiteiden perusteltu ja
asiallinen esiin tuominen muut
huomioiden
 kielenkäyttötavan valitseminen
viestintäti-lanteen mukaan
Guiding questions connecting different
subjects
 Kuinka viestin tilanteisiin sopivalla
tavalla?
Community and service
 yleisön ja tilanteen huomiointi
puhetta pi-dettäessä
 vaikuttamisen keinot puheessa
 vaikuttamisen keinot mainonnassa
 vastaanottajien huomiointi
mediaviestin-nässä ja viestijän
vastuullisuus
 tekstien tavoitteiden ja asenteiden
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111
Objectives 5 - 9:
purposes will develop.
The student will:
 develop into versatile and
independent
 creators of texts who know how,
when speaking and writing, to make
use of the language knowledge they
have learned
 feel encouraged to bring up and
justify their viewpoints and to
comment constructively on the
ideas of the others
 become accustomed to planning
their communication and
progressing purposefully in their
speaking and writing assignments
 learn, in their texts, to consider the
situation, the medium of
communication, and the recipient.
 use and understand an appropriate
and varied range of vocabulary and
idiom
 use correct grammar with
appropriate and varied sentence
structure
 express ideas with clarity and
coherence in both oral and written
communication
The student`s interaction skills will increase.
The student will:
Content:
editing strategies for standard
usage and conventions
 Analyze models to improve his/her
own writing
A of I:
tunnis-taminen

Guiding questions connecting different
subjects
 Miten vaikutetaan?
Listen
 Listen to enjoy and appreciate
proficient, fluent models of oral
reading
 Listen to evaluate a spoken
message in terms of its content,
credibility, and delivery
 Listen to interpret elements in a
speaker’s verbal messages,
purposes, perspectives, and
unsupported generalizations
 Listen to interpret and evaluate the
delivery of a speaker’s verbal
message
 Listen to compare his/her own
perceptions of spoken messages
with the perceptions of others
 Listen to learn by taking notes,
organizing and summarizing spoken
ideas
 Listen to comprehend, connect, and
compare his/her experiences,
information and insights with others
to determine cultural characteristics
 Listen to compare oral traditions
across regions by finding similarities
and contrasts through speaking in
culture, styles and presentation
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112
Objectives 5 - 9:
 improve their communication
capabilities and sense of situation
 become practiced in functioning
purposefully and ethically as
speakers, readers, and writers,
building interactive relationship in
various communication
environments at school and
elsewhere
 try to maintain an atmosphere
conducive to interaction; they will
become accustomed to the
existence of differing viewpoints and
ways of interacting.
Content:
 Demonstrate effective
communication skills
 Discuss and assess how language,
medium, and presentation
contribute to the message
A of I:
Viewing & Representing
 Analyze text structure by
constructing a diagram to illustrate
how the writer organized the text
 Produce visuals to complement and
extend meaning
 Speak to present dramatic
interpretations of stories, poems or
plays to communicate ideas, and to
entertain
 Present dramatic interpretations
 Deconstruct media to get the main
idea of the message’s content and
determine its effectiveness
 Use visual or media to support an
aspect of text to extend meaning
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113
Grade 9
Objectives 5 - 9:
Content:
A of I:
The student’s relationship with language, literature, and other culture will
deepen.
The students will:
acquire a basic knowledge of their mother
tongue and its structure, varia-tions, change
diversify their reading pursuits; their
knowledge of literature will deepen, and they
will get to know English litera-ture classics
and other counties’ clas-sics
gain further experience with tech-niques of
expression used in drama and films
acquire a sense of the power of the media
and texts to produce images, shape
conceptions of the world, and guide people
in their choices
gain opportunities to broaden their aesthetic
experiential world: their ethi-cal awareness
will become stronger and their viewpoints on
cultures will broaden.
become tolerant of speakers of differ-ent
languages.
use the language as a vehicle for thought,
creativity, reflection, learning and selfexpression
develop the skills involved in speaking,
listening, reading, writing and viewing
Approaches to learning
omien viestintä- ja mediatottumusten analysointi ja vertailu
tavoitteellinen ryhmässä työskentely
Reading
itse- ja vertaisarviointi
Adapt researched material for pres-entation
lähdekritiikki
to different audiences
tavoitteellinen ja suunnitelmallinen tiedonAnalyze characteristics of clearly written
haku.
texts
viitetekniikan tarkentuminen
Analyze elements within and across texts
jäsentyneen ja kohteliaan palautteen an(plot, characters, setting, figu-rative
taminen, palautteen vastaanottaminen
language, purpose, theme)
Guiding questions connecting different
Analyze how text structures support the
subjects
author’s purpose
Miten voin arvioida ja reflektoida omaa opAnalyze text structures
pimistani?
Analyze the relevance of setting and time
Miten voin olla aktiivinen ja itseohjautuva
frame to text’s meaning both within and
oppija?
across texts
Human ingenuity
Compare reviews of literature, film and
aineistopohjainen kirjoitelma
performance with his/her own responses
kaunokirjallisten tekstien säännöllistä luDiscriminate between connotative and
kemista ja ohjattua tulkintaa
denotative meanings
Health and social education
Draw inferences such as conclu-sions,
oman kieli- ja kulttuuri-identiteetin ja sen
generalizations and predic-tions
merkityksen pohtiminen kirjoittaen ja puDraw upon his/her own background including huen
personal experience to provide connection to Guiding questions connecting different
text
subjects
Interpret implicit and explicit influ-ences of
Millaista on olla nuori tämän päivän maailhistorical and contempo-rary context on a
massa?
literary work
Community and service
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114
Objectives 5 - 9:
in a variety of contexts
The student’s skills in interpreting and
utilizing various texts will develop.
The student will:
gain practice with active and critical reading
and listening; their interpretive and
evaluative reading and listening skills will
improve
develop their knowledge of types and genres
of text and become used to an-ticipating
what sort of way reading, lis-tening, or
acquiring information the ge-nre of text and
the objective call for
become used to process of obtaining and
using information and learn to use many
sources.
demonstrate a critical awareness of a range
of written and visual texts
read widely to promote a lifelong inter-est in
language and literature
develop a critical and creative ap-proach to
studying and analyzing lite-rature
The student’s skills in producing texts
and utilizing them for different pur-poses
will develop.
The student will:
develop into versatile and independent
creators of texts who know how, when
speaking and writing, to make use of the
language knowledge they have learned
feel encouraged to bring up and justify
Content:
Interpret implicit and explicit influ-ences of
the historical and contemporary context
Produce and evaluate summaries
Recognize distinctive and shared
characteristics of cultures
Recognize theme within and across texts
Research word origins
Respond to informational and aes-thetic
elements
Understand literary forms and terms
use evidence from the text to de-fend
responses
A of I:
sopivan kielimuodon valinta tilanteen ja
vastaanottajan mukaan
kielten moninaisuuden arvostaminen
kirjallisuus kansakunnan rakentajana
kirjallisuuden vaikutus yhteiskuntaan
Guiding questions connecting different
subjects
Minkälaisia yhteisöjä oli ennen?
Minkälaisia yhteisöjä on nykypäivän maailmassa?
Miten voin toimia aktiivisesti kouluyhteisöni
hyväksi?
Writing
Analyze and discuss published pieces as
model
Demonstrate control over gramma-tical
elements
Develop and revise drafts alone and
collaboratively
Develop drafts alone and collabora-tively by
expanding ideas with elaboration
Evaluate how well writing achieves its
purpose
Organize ideas in writing
Produce error free writing in the final draft
Proofread writing for appropriate-ness of
organization, content, style and conventions
Refine pieces frequently for general and
specific audiences
Use effective transitions
Use technology and other resources for
aspects of creating, revising, ed-iting and
publishing texts
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115
Objectives 5 - 9:
their viewpoints and to comment constructively on the ideas of the others
become accustomed to planning their
communication and progressing purposefully in their speaking and writing
assignments
learn, in their texts, to consider the sit-uation,
the medium of communication, and the
recipient.
use and understand an appropriate and
varied range of vocabulary and idiom
use correct grammar with appropriate and
varied sentence structure
express ideas with clarity and cohe-rence in
both oral and written commu-nication
structure ideas and arguments, both orally
and in writing, in a sustained and logical
way, and support them with re-levant
examples
The student’s interaction skills will increase.
The student will:
improve their communication capabili-ties
and sense of situation
become practiced in functioning purposefully and ethically as speakers, readers,
and writers, building interac-tive relationship
in various communica-tion environments at
school and else-where
try to maintain an atmosphere condu-cive to
interaction; they will become accustomed to
the existence of differ-ing viewpoints and
ways of interacting.
Content:
Write in a variety of forms using ef-fective
word choice, structure, and sentence forms
with an emphasis on response to literature
and the re-flective essay
Write in a voice and style appropri-ate to
audience and purpose
A of I:
Listening and Speaking
Analyze and interpret how important events,
ideas, and relationships are communicated
and represented in media
Analyze relationships, ideas and cultures as
represented in media
Ask a variety of questions
Create multimedia products
Deconstruct media
Describe how implicit and explicit meanings
are communicated in me-dia
Distinguish purposes of media text
Engage in critical, empathic, appre-ciative,
and reflective listening
Evaluate artistic performances
Examine the effect of media on constructing
his/her perception of reality
Formulate and provide effective
verbal and nonverbal feedback
Identify and analyze artistic ele-ments within
literary texts
Listen and respond appropriately
Listen and respond to presentations and
performances of peers
Listen to proficient, fluent models of oral
reading
Make relevant contributions in conversations and discussions
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Objectives 5 - 9:
Content:
Make valid interpretations of literary texts
Present dramatic interpretations of text
Respond appropriately to the ques-tions of
others
Use a variety of forms and tech-nologies to
communicate messages
Use effective verbal and nonverbal
strategies
Use knowledge of language and develop
vocabulary to interpret speaker’s message
A of I:
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117
9.3.1.2 B-languages
Ressu Comprehensive School's language programme
The task of education in grades 1–6 is to familiarize the student to communicate in a foreign language in
very concrete situations that are of concern to the student, in the first place orally and gradually by
increasing written communication. He/she must become conscious about that languages and cultures are
different but not of different value. The student should develop good language learning habits.
In grades 7–9 the student's language skills will extend to more demanding social situations and to the
sphere of hobbies, services and public life. The share of written language in instruction will grow. The
student's skill to behave in a way the target language culture expects will grow, and he/she will gain more
strategies typical for language study.
In grades 2–6 of Ressu Comprehensive School, English and French are studied as A1-languages in
accordance with the student's study programme and mother tongue. In grades 7–9, English and French are
studied as A-languages.
In the study course where the instruction language is Finnish, French or Swedish are studied as A2languages. The students in the study course where the instruction language is Finnish and who do not have
Swedish as a free-choice A2-language start the study of the second national language as B1-language in
grade 7.
As optional subjects, French, German or Russian are offered as a B-languages regardless of the student's
study course.
The hourly lesson amounts and grades for different languages and for both study lines at the time when the
study of the languages starts are shown in the language program (Chapter 0) and lesson distribution table
(Chapter 0).
In the transfer phase, the curriculum of the Finnish language study course is followed in the English study
course, modifying it when needed (e.g., communication devices and subject areas where applicable). The
curriculum of both of these study lines will be elaborated in more detail in the school year of 2005–2006.
Common introduction to a second national language and foreign languages
The instruction in the second national language and foreign language must prepare the student to manage
in communication situations, which require the use of different languages. The task of the instruction is to
acquaint the student to use his/her language skills and educate the student to understand and value also
other cultures' lifestyles. The student also learns that, as a skill subject and means for communication,
language requires long-term communicational practice in many different forms. A foreign language is a skill
and culture subject.
In Ressu Comprehensive School the study adheres to the international IB educational
programmes. Grades 5–9 follow the MYP programme, where general objectives have
been set for each subject group.
The goals and objectives in a second national language and foreign languages
instruction
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Goals:
The educational goals of foreign languages instruction and the second national language
instruction are:

to give the student such skills that he/she learns to use the language effectively for
communication and create a foundation for his/her communication skills, which are
needed in future studies, at work and during free time.
to enable understanding of the nature of language and of the learning process,
combining linguistic, cultural and social factors.
to prepare the student to learn to value fiction and nonfiction texts
to offer a view to the special features of the cultures of the target language
communities
to promote consciousness about and understanding towards the viewpoints of the
representatives of different cultures
to promote interaction, when needed, between different communities
to provide an opportunity to use different sources of information
to create a foundation for curiosity, enjoyment and lifelong learning of languages







Objectives
After completing the syllabus the student should be able to:







communicate information, thoughts and opinions
show that she/he understands clear spoken or written factual information and
attitudes
recognize the main thoughts, and details supporting them, in a spoken or written
language and draw conclusions based on them
understand and correctly use the structures and vocabulary of the language
request and mediate information both orally and in writing
actively produce speech and use pronunciation and intonation understandably
participate in formal and informal thought exchanges dealing with various themes
and cultural and intercultural topics
9.3.1.2.1 SECOND NATIONAL LANGUAGE
Swedish
Swedish as the A2-language
In our school one can start studying Swedish as A2-language in grade 4. Study of
Swedish prepares the student to manage in communication situations conducted in
Swedish. The student will become accustomed in using his/her language skill and his/her
knowledge about Nordic cultures will increase. Also, a new viewpoint is opened to the
student's own language and culture The student also will learn to understand that, as a
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skill subject and means for communication, language requires long-term communicational
practice in many different forms.
Common objectives for grades 4–6
Language
The student will learn to
 communicate in most usual situations, in which the talking partner can help
Cultural skills
The student will
 learn to know and value one's own culture
 find out preliminarily about the similarities and differences between one's own
culture and the target language culture
Approaches to learning
The student will learn to
 act responsibly and actively in language learning situations
 use a range of key practice forms for language study
 independently use a variety of information acquisition methods
 evaluate his/her work and different areas of his/her language skills in relation to the
tasks given
4th grade
4th. grade: key objectives and contents
The student will
 adopt a positive attitude towards language study
 get a foundation for language study skills and later language studies
 obtain information about Swedish and Finnish cultures and festive days
 be able to give some brief personal details (name, age, home, family, hobbies,
likes)
 understand short texts which contain learnt vocabulary (vocabulary: e.g., hobbies,
school subjects, months, foods, drinks, shopping, weather expressions)
 be able to act responsibly in pair and small group situations.
4th grade: key structures
 question words and simple questions
 s-genitive
 personal pronouns
 present tense
 numerals between 0 and 100
 singular form for plural –en words
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5th grade
Objectives
The student
 understands simple basic speech
about familiar themes (for example
telephone conversation, Helsinki,
Åland, Nordic countries)
 can answer shortly to questions
related to personal matters but some
prompting can be needed.
 understands short and simple texts
and notes (vocabulary: body parts,
furniture, clothes, vehicles)
 can write short notes while using
resources like dictionaries/textbooks
 notices differences and similarities
between the own and the
Swedish/Finnish Swedish culture
Contents
in addition to the previous ones:







inflections of the adjectives
word order in the main clause
Plural forms of the en-words
singular forms of the ett-words
Communication:
small dialogues
expressing one’s opinion
Themes
 Finland and Helsinki
Areas of interaction
Approaches to learning
 Self reflection (work during the
lessons & projects)
 using vocabularies and textbooks
Guiding questions connecting different
subjects
 How do I study different subjects?
 How do I find information and use it?
 How do I express myself?
Environments
 home, living
 Helsinki, Finland
Guiding questions connecting different
subjects
 Where do I live?
Heath and social education
 expressing opinions
 taking the other person in
consideration
while talking
Guiding questions connecting different
subjects
 How do I work with others?
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6th grade
Contents
Objectives
in addition to the previous ones:
The student
 comparison of the adjectives
 understands the main ideas when
 past tense
discussions are about simple and
 imperative forms
familiar things (for example: asking
 ordinal numbers and dates
and telling the way, Stockholm)
 object forms of the personal
 understands short texts about familiar
pronouns
issues and can deduce word
 plural forms of the ett-words
meanings by the context (vocabulary:
e.g. professions, food, pets)
Themes
 can to some degree communicate
 Stockholm
his/her immediate needs and ask and
 Nordic countries
answer questions about personal
 being ill
details.
 food, dining vocabulary
 can write short sentences about
him/herself and his/her immediate
surroundings
Areas of interaction
Approaches to learning
 Self reflection (work during the
lessons & projects)
 deducing words by their context
Guiding questions connecting different
subjects
 How do I learn to learn?
Environments
 Stockholm
 Nordic countries
Human Ingenuity
 Swedish music
Heath and social education
 different kinds of customer service
situations
Guiding questions connecting different
subjects
 How do we interact with others?
Community and service
Guiding questions connecting different
subjects
 How can I communicate
comprehensibly with respect?
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Description of good performance at the end of the 6th grade
Level of the language performance in the sixth grade, according to the language proficiency scale (Appendix):
Listening comprehension: Level A 1.3
Speech: Level A 1.2
Text comprehension: Level A 1.3
Writing: Level A 1.2
Assessment in the second national language
The assessment is continuous.
The assessment is in proportion to the set goals
Many kinds of tests and quizzes are used to support the assessment.
The student is practiced in self reflection.
The assessment emphasises working skills, positive attitude and attentiveness.
In the end of the sixth grade the assessment criteria follow the description of good performance.
Working methods in the second national language
The teacher uses his/her pedagogical expertise and chooses the working methods considering the needs of each group.
The work methods are varying and take account into various learning strategies.
Varying methods are used to encourage the students to produce both spoken and written Swedish.
Various work methods are used in order to activate and motivate students.
For example individual, pair and group work
For example songs, playing and rhymes
For example games, drama and interviews
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A-Swedish, grades 7–9
When studying Swedish, the student learns to use different working approaches and
study strategies that are, from the viewpoint of language study and learning, effective and
to utilize the knowledge obtained in learning one's mother tongue. During classes and at
home, information and communication technologies are utilized in knowledge acquisition
and communication as far as possible. Small-scale project work is done independently or
in a group during classes. The student is guided to evaluate his/her work and different
areas of language skills in relation to the objectives given and, if necessary, change one's
working approach.
The task of the instruction is to expand the student's proficiency in Swedish to include
more demanding social situations and the area of pastimes, services and public life. The
share of written language in instruction will grow. The student's skill to behave in a way
the Swedish-language culture expects grows, and he/she will gain more strategies
suitable for language study. The student can make a presentation about Finland and
Helsinki in the target language and knows the basic facts about Nordic countries.
Communication strategies
 linguistic reasoning or reasoning based on situational hints, for clarifying the
content of a message
 making use of feedback received in an interactive situation
 compensating for deficient language skills by approximate expression
 monitoring one's own language use
 use of certain idioms peculiar to oral interaction, such as those associated with
taking, beginning, maintaining and ending a turn to speak and with giving feedback
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Objectives
Contents
Themes
7th grade
The student will come to understand
clear, standard language speech and text
containing general or specific factual
information and relevant to the life of a
school-age young person. He/she will
learn to write brief messages and list-style
descriptions of very familiar subjects.
subject areas:
7th grade
 talking about oneself, a friend and
the family
 home, living
 showing or asking the way
 shopping situations
 emotional states
 hobbies and spending leisure time
 parts of the body
 introduction to Helsinki
 Swedish-speaking Finns
 Sweden, our neighbouring country
structures:
 possessive pronouns
 tenses: present, simple past,
perfect, past perfect
 inflection and degree of
comparison of adjectives
 sentences starting with a qualifier
 dates
 imperative
7th grade
Approaches to Learning
 practice of the effective use of
dictionaries and study books
 language study strategies
 development of self-evaluation
 development of team work skills
 use of earlier acquired languages
in support of Swedish language
study
Guiding questions connecting different
subjects
 How to study in Ressu?
 How to assume the responsibility for
my own study?
 I as a learner
Environments
talking about home and living
school
basic facts about Nordic countries
Guiding questions connecting different
subjects
 Do I know the immediate
environment?
 How does a human being make
use of one's environment and
function within it?
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Human Ingenuity
music and music taste
Swedish culture and the culture in Swedishspeaking Finland
Guiding questions connecting different
subjects
 Why is it good to know different
cultures, and how do cultures meet?
Health and Social Education
 greeting, making acquaintances,
polite phrases
 physical activities and their
importance
 food vocabulary
 acting in various service situations
Guiding questions connecting different
subjects
 How to mediate and interpret
messages?
 Who am I, and how do I look after
myself?
Community and Service
 Lucia (background, festivity, hospital
visit)
Guiding questions
subjects
8th grade

connecting
different
Why do we celebrate?
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The student will strive to cope with simple
social encounters and the most common
service situations and to describe one's
own immediate circle. The student can
also communicate and function in a
manner acceptable in the culture in
question in normal everyday situations.
8th grade
subject areas
 public services
 clothes, shopping
 visits to doctor, parts of the body,
health and wellbeing
 media and telecommunications
vocabulary
 dining vocabulary
 travelling
 Denmark
structures
 word order topics
 auxiliary verbs
 man structure
 S passive
 pronouns: incl. sin,sitt, sina, den,
det, de här/där
 prepositions
 adverbials
 inflection of adjectives and nouns
8th grade
Themes
Approaches to Learning
 utilization of what has been learnt
earlier, discussions about study
strategies
 experimentation with various study
strategies
Guiding questions
subjects



connecting
different
How to plan my everyday activities?
How to effectively use different
sources?
How to evaluate one's own work?
Environments
 weather
 Sweden/Stockholm
 Swedish-speaking Finns
Guiding questions connecting different
subjects
 How to learn in the immediate
environment and how to learn about
the immediate environment?
 How do we perceive Finns as part of
Europe?
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Human Ingenuity
 utilization of earlier acquired study
techniques and structures in one's
own creative process
 dressing
 music
 managing with the Swedish
language in different practical
situations
Guiding questions connecting different
subjects
 How are cultures born, and how to
understand them?
 How to utilize grammar in expressing
myself?

Health and Social Education
 interaction skills, encouragement to
talk, active listening
 stereotypes about Swedishness
 illnesses
 behaviour in dining situations
Guiding questions connecting different
subjects
 How to communicate in a way that is
appropriate in different situations?
9th grade
9th grade
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The student will learn to recognize
differences between the Swedish spoken
in Finland and that in Sweden. He/she will
also get to know the cultures of Swedishspeaking Finland and Sweden and other
Nordic countries and to understand the
reasons for cultural differences. He/she
will be aware of the culturally bound
nature of values.
subject areas
 sustainable development
 work life and industries,
professions
 presentation of Finland
 young person's life, study
 Iceland and Norway
structures
 att + infinitive
 word order in dependent clauses
 indirect questions
 ordinal numbers
 future
 1st conditional
9th grade Themes
Approaches to Learning
 responsibility for one's own studies
 planning and organization of the time
to be used for studies
 own strengths/weaknesses  how
to improve?

Guiding questions connecting different
subjects
 How do I learn?
 How to be an active and self-directed
learner?
 How to evaluate and reflect upon
one's own learning?
Environments
 Nordic countries
 How to influence my environment?
 Helsinki
Guiding questions connecting different
subjects
 How to be active for one's own
neighbourhood?
 What is global environment and how
has it changed during time?
Human Ingenuity
 Nordic culture
 multiculturalism
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Guiding questions connecting different
subjects
 What do cultures tell us, and how do
they complement each other?

Health and Social Education
 dreams and fantasies
 ways of life
 communication in everyday
situations
Guiding questions connecting different
subjects
 What is it like to be a young person
in today's world?
Community and Service
 choice of career, vocational areas,
TET (introduction to work life)
Guiding questions connecting different
subjects
 How to learn to engage actively as a
member of my communities?
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Final assessment criteria for a grade of 8
Language proficiency
Level of language performance in the ninth grade, in accordance with the language
proficiency scale (Appendix):
Listening
comprehension
A2.2
Developing
basic
language proficiency
Speech
Text
comprehension
A2.1
A2.2
Initial phase of basic Developing
basic
language proficiency language proficiency
Writing
A2.1
Initial phase of basic
language proficiency
Cultural skills
 The student will know the relationship, differences and similarities between one's
own culture and Swedish culture, as well as those cultures' historical roots. The
student can make presentations about his/her home country and home town.
Study strategies
 The student will make regular use of working approaches effective from the
standpoint of language study and learning. The student will have realized the
importance of the persistent communication practice that is essential in studying a
language.
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Swedish as the B-language
Introduction:
Swedish language teaching must prepare the student for interaction and cooperation with Finland's Swedish-speaking population and
for Nordic cooperation. The task of the instruction is to accustom the student to using his/her language skills and foster in the student
an appreciation for Finland's bilingualism and the Nordic way of life. The student also learns that, as a skill subject and means for
communication, language requires long-term communicational practice in many different forms. In academic terms, Swedish is a skill
and cultural subject.
Common objectives:
The aim of the teaching is to achieve a Swedish language proficiency level which emphasizes verbal interaction. In addition, the
teaching includes central contents of Swedish-language culture and Nordic cultures. The teaching furthers the student's language
study skills.
Objectives for grades 7–9:
Contents:
Themes:
7th grade
7th grade
Objectives
Contents
Structures
 personal pronouns
 numbers
 inflection and use of nouns
 inflection and use of adjectives
 possessive pronouns and genitive
 interrogatives and forming an
interrogative sentence
 most common indefinite pronouns
 cardinal numbers
7th grade
Approaches to Learning
 practice of the effective use of
dictionaries and study books
 language study strategies
 development of self-evaluation
 development of team work skills
 use of earlier acquired languages in
support of Swedish language study
Language proficiency
Listening comprehension
The student will
 understand short sentences,
questions and requests which are
closely related to personal things
and direct situations
 learn to understand simple and
Guiding questions connecting
subjects
 How to study in Ressu?
different
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
slow-spoken Finland-Swedish and
Swedish spoken in Finland
learn to distinguish between
Swedish spoken in Finland and
Swedish spoken in Sweden
Speech
The student will
 be able to answer simple questions
with short sentences
 produce simple expressions
 learn to produce the sounds typical
to Finland-Swedish
 learn to listen and produce the
main stress on the word
Reading comprehension
The student will
 understand short and simple texts
which are closely related to
personal matters
Writing
The student will
 know how to write short
expressions such as personal
details, numbers and familiar
phrases
 produce some amounts of one's
own text
Cultural skills
The student will learn
 basic facts about Finland-Swedes,



verb inflection: infinitive and
present tense
auxiliary verbs and their use
most common prepositions

How to assume the responsibility for
my own study?
I as a learner
Environments
 talking about home and living
 school
Communication situations
 basic facts about Nordic countries
 making acquaintances and greeting

Guiding questions connecting different
 talking about oneself, a friend,
home and the family
subjects
 shopping situations
 Do I know the immediate
environment?
 asking about another person's
state of health
 How does a human being make use
of one's environment and function
 times of day
within it?
Subject areas
Human ingenuity
 introducing oneself
 music and music taste
 personal questions
 Swedish culture and Swedish travelling
language culture in Finland
 living
 external appearance
Guiding questions connecting different
 hobbies
subjects
 school
 Why is it good to know different
 at a cafe
cultures, and how do cultures meet?
 buying tickets
 musical taste
Health and Social Education
 greeting, making acquaintances,
Communication strategies
polite phrases
The student will practice
 physical activities and their
 to infer the contents of a message
importance
with situational clues
 food vocabulary
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
Sweden and Nordic countries
to appreciate the cultures of
Swedish-speaking Finland and
Sweden and other Nordic
countries.
Study strategies
The student will learn to
 take responsibility of one's own
study
 realize the importance of persistent
and independent communication
practice
 independently use a study book
and seek for information in it
 find out about the opportunities for
practice and knowledge acquisition
offered by the information and
communication technology
 evaluate one's own work and
different areas of language skills
and, if necessary, change one's
working methods
 be aware of the existence of
different learning styles and
gradually recognize one's own
learning style
 utilize the language skill acquired
with the mother tongue
 apply the knowledge acquiredinfer,
guess and discover connections in
new situations
connect new knowledge to the old

 understand the importance of


to react to what was heard, e.g. in
a discussion
to observe one's own and others'
use of language

acting in various service situations
Guiding questions connecting different
subjects
 How to mediate and interpret
messages?
 Who am I, and how do I look after
myself?
Community and Service
 Lucia (background, festivity, hospital
visit)
Guiding questions connecting
subjects
 Why do we celebrate?
different
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



disturbance-free work environment
appreciate one's own and others'
work
work in cooperation
give positive feedback
monitor one's own learning and
become aware of one's own
learning (strengths and
weaknesses) and evaluate one's
work in relation to the objectives in
different areas of language learning
8th grade
8th grade
8th grade
Contents
Themes
Approaches to Learning
 utilization of what has been learnt
earlier, discussions about study
strategies
 experimentation with various study
strategies
Objectives
Language proficiency
Listening comprehension
The student will
 be able to follow discussions which
are related to one's own
experiences and contain clearly
spoken longer sentences
 understand clear and short
questions and instructions that are
related to transaction situations
important to oneself
 learn to understand simple and
slow Swedish spoken in Finland
and Sweden
 learn to distinguish between
Swedish spoken in Finland and
Structures
 Structures practiced in grade 7 are
revised
Learnt as new
 object forms of personal pronouns
 simple past
 ordinal numbers
 imperative
 tenses
 perfect
 past perfect
 degree of comparison of adjectives
 dependent clause
Guiding questions
subjects



connecting
different
How to plan my everyday activities?
How to effectively use different
sources?
How to evaluate one's own work?
Environments
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Swedish spoken in Sweden
Reading comprehension
The student will
 be able to find an individual piece
of knowledge sought in a short text
 understand short messages which
deal with everyday life and routine
occurrences or give simple
instructions
 understand the main ideas in the
text that is read
Speech
The student will
 manage with simple everyday
errands and know how to ask
advice
 be able to briefly state his/her
personal details and tell about
his/her experiences and feelings
 speak generally understandably
Writing
The student will
 be able to write different short
messages in situations closely
related to one's personal sphere of
experience
 produce own text understandably
Cultural skills
The student will
 get additional knowledge about
Subject areas
 making acquaintances
 home
 clothes
 everyday routines
 birthdays, dates, months
 weather
 music
 being ill
 in Stockholm
Communication situations
 asking the way
 clothing matters
 dining
 congratulating
 buying a ticket
Communication strategies
The student will practice
 to infer the contents of a message
with situational clues
 to react to what was heard, e.g. in
a discussion
 observe one's own and others' use
of language
 compensate for deficient language
skills by approximate expression
 take a turn to speak



weather
Sweden/Stockholm
Swedish-speaking Finns
Guiding questions connecting different
subjects
 How to learn in the immediate
environment and how to learn about
the immediate environment?
 How do we perceive Finns as part of
Europe?
Human ingenuity
 utilization of earlier acquired study
techniques and structures in one's
own creative process
 dressing
 music
 managing with the Swedish
language in dining situations
Guiding questions connecting different
subjects
 How are cultures born, and how to
understand them?
 How to utilize grammar in
expressing myself?
Health and Social Education
 interaction skills, encouragement to
talk, active listening
 stereotypes about Swedishness
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



Sweden and Finland-Swedes
gradually learn to communicate
with the representatives of
Swedish-language culture in
everyday situations in a manner
that is natural to the Swedishlanguage culture
expand and deepen the knowledge
about one's own and Swedish
usages and customs
illnesses
behaviour in dining situations
Guiding questions connecting different
subjects
 How to communicate in a way that is
appropriate in different situations?
Study strategies
The student will
 gradually strengthen his/her study
strategies adopted in grade 7 and,
when needed, can change them
and look for more suitable
strategies for one
 learn to utilize what was learnt both
in mother tongue and in other
foreign languages
 learn to discuss one's study
strategies, share one's experiences
about language study and be
encouraged to try other strategies
that have produced results
Work methods
 different work methods used more
systematically in grade 7 are
utilized in teaching
9th grade
9th grade
Contents
Structures
 Structures practiced in grade 8 are
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Objectives
Language proficiency
revised
Learnt as new
 1st conditional
 imperative
 prepositional expressions
 att + infinitive
 sin, sitt, sina
 reflexive verbs
Listening comprehension
The student will be able to
 understand speech which is simple
standard language spoken clearly
and in normal speed and which,
moreover, often needs to be
repeated
Subject areas
 follow discussions and messages
 multiculturalism
which deal with everyday events or
 adventure
topics important to the student
 sustainable development
while being supported by the
 healthy living habits
situational context
 choice of career
 understand speech dealing with
 life, thoughts and dreams of a 9th
everyday life events
grader
 understand the core contents of
 Nordic countries
short and simple discussions and
messages (instructions,
Communication situations
announcements) that are of interest
 talking about oneself
to oneself
 talking about living habits
 understand Swedish spoken in
 talking about dreams and fantasies
Finland and Sweden
Reading comprehension
The student will understand
 simple texts (e.g., private letters,
small news items) related to events
in everyday life and containing
most typical vocabulary
 the main ideas in the text and some
details of texts with a length of a
9th grade
Themes
Approaches to learning
 responsibility for one's own studies
 planning and organization of the
time to be used for studies
 own strengths/weaknesses  how
to improve?

Guiding questions connecting different
subjects
 How do I learn?
 How to be an active and selfdirected learner?
 How to evaluate and reflect upon
one's own learning?
Environments
 Nordic countries
 How to influence my environment?
 Helsinki
Guiding questions connecting different
subjects
 How to be active for one's own
neighbourhood?
 What is global environment and how
has it changed during time?
Human ingenuity
 Nordic culture
 multiculturalism
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138
couple of paragraphs The student
will be able to locate and compare
individual details and can do very
simple inference with the help of
related topics.
Speech
The student will
 be able to briefly tell about
him/herself and his/her immediate
circle of acquaintances and friends
manage with the simplest forms of
dialogues and service situations
sometimes need the help of a
speech partner
 pronounce fairly understandably
and fluently
 know some short expressions,
central vocabulary and basic level
sentence structures
Writing
The student will
 manage with situations that are
familiar and related to everyday
needs and experiences
 be able to write short and simple
messages (e.g. postcard, personal
details, dictation)
 know some most common words
and expressions related to one's
own life or concrete needs
 be able to write fairly short complex
sentences using the most important
Guiding questions connecting different
subjects
 What do cultures tell us, and how do
they complement each other?
Health and Social Education
 dreams and fantasies
 ways of life
 communication in everyday
situations
Guiding questions connecting different
subjects
 What is it like to be a young person
in today's world?
Community and Service
 choice of career, vocational areas,
TET (introduction to work life)
Guiding questions connecting different
subjects
 How to learn to engage actively as a
member of my communities?
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139
structures
Cultural skills
The student will
 get additional information about
Nordic countries and FinlandSwedes
 learn to communicate more
confidently with the representatives
of Swedish-language culture in
everyday situations in a manner
that is natural to the Swedishlanguage culture
 expand and deepen the knowledge
about one's own and Swedish
usages and customs
 be able to recount important
information about Helsinki and
Finland
 understand the importance of
Nordic cooperation
 know everyday ways of interaction
between Finnish-speaking
inhabitants and Swedish-speaking
inhabitants in Finland
Study strategies
The student will
 regularly use study strategies and
work methods he/she has
assimilated
 utilize what he/she has learnt both
in mother tongue and in other
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140

foreign languages
discuss one's study strategies,
share one's experiences about
language study and try other
strategies that have produced
results
Work methods
The student will
 practice the use of a cooperative
work method
 be able to routinely use different
work methods, which develop
learning, thinking and problem
solution skills, work skills and social
skills as well as active participation
Communication strategies
The student will
 be able to infer the contents of a
message linguistically or with
situational clues
 be able to utilize feedback received
in an interaction situation
 observe one's own use of language
 compensate for deficient language
skills by approximate expression
 be able to start and end a turn to
speak
 be able to take a turn in
conversation and maintain it
 be able to use expressions related
to giving feedback
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141
Assessment:
Grade 8 (good) level mark in B-Swedish at the end of the 9th grade
Basics of the curriculum for basic education in 2004.
Appendix 2. Pan-European framework for language teaching and learning and its
application in Finland
Listening comprehension (level A2.1)
 The student is able to understand simple speech or follow a conversation about
topics that are of direct importance to him/her.
 The student understands the core contents of short and simple discussions and
messages (instructions, announcements) that are of interest to him/her and notices
the changes in TV news topics.
 To understand even a simple message requires the use of standard language
spoken clearly and in normal speed. What is said often also needs repeating.
Reading comprehension (level A2.1)
 The student understands simple texts (e.g., private letters, small news items,
common instructions for use) containing vocabulary of the most typical kind.
 He/she understands the main ideas and some details of texts with a length of a
couple of paragraphs. The student will be able to locate and compare individual
details and can manage with very simple inference using the context as a help.
 To read and understand even a short piece of text is slow.
Speaking (level A1.3)
 The student is able to briefly tell about him/herself and his/her immediate circle of
acquaintances and friends. The student can manage with the simplest forms of
dialogues and service situations. He/she sometimes needs the help of a talking
partner.
 The most familiar sequences are manageable, elsewhere pauses and interruptions
are evident.
 Sometimes pronunciation can create problems in understanding.
141
142

The student knows some short expressions learnt by heart, central vocabulary and
basic level sentence structures.
Writing (level A1.3)
 The student can cope with situations that are the most familiar, easy to anticipate
and related to everyday needs and experiences.
 He/she is able to write short messages (e.g. a simple postcard, personal details,
simple dictation).
 The student knows some of the most common words and expressions related to
one's own life or concrete needs. He/she can write some single-clause sentences.
 Many errors can be found even in the most rudimentary free creation.
9.3.1.2.2 FOREIGN LANGUAGES
Subject-specific curricula for foreign languages, A-languages
The subject-specific curricula for B-languages have been presented together with the optional subjects.
9.3.1.2.2.1 English
5th grade
5th grade's objectives: areas
emphasis
Language proficiency
The student will
 be able to use new words and
structures in one's own products
 be able to write short messages
using aid devices
 find, from a short text, the
information needed and will
of 5th grade: key contents
Structures
Revision and expansion of the structures
taught in previous grades. New topics:
 simple present tense
 present continuous
 simple past of regular verbs, positive
and negative
 did questions
 prepositions: opposite, between,
 5th grade's areas of interaction

 Approaches to learning
 arriving in time
 doing homework
 reading for exams:
 practicing work in pairs
Guiding questions connecting different
subjects:
How to study different subjects?
142
143


understand it
be able to follow simple
conversations and will practice
participating in them
be able to communicate about vital
needs
Cultural skills
The student will
 familiarize him/herself more closely
with the British way of life: home,
school, hobbies
 get to know the different areas of the
British Isles in more detail
 learn to courteously request one's
turn to speak (Excuse me, I beg
your pardon, I'm sorry...)
Study strategies
In addition to topics dealt with in previous
grades:
 What kind of language learner am I?
How do I learn best?
 self-evaluation and pair evaluation
 use of synonyms, paraphrasing
 use of dictionary
 inference and guessing of word
meanings with the help of the
surrounding text
 understanding of the main ideas in a
text


above…
ordinal numbers
comparison of short adjectives
How to express myself?
Environments
 recycling
Communication situations
In addition to topics dealt with in previous  Europe – our continent
Guiding questions connecting different
grades:
subjects:
 presentation of one's area of
Where do I live?
residence
How to live taking others into
 presentation of a hobby, of one's
consideration?
own interest
 buying a ticket
 situations in restaurants
 asking or showing the way
 shopping situations
Human ingenuity
 protection of nature and
environment
 introduction to creative process
Guiding questions connecting different
Subject areas
subjects:
In addition to topics dealt with in previous What does creativity mean to me, and how
grades:
do I assume responsibility for my own
 commercial vocabulary
actions?
 travelling vocabulary
 Information acquisition: library
Health and social education
 hobbies and their importance
Communication strategies
Guiding questions connecting different
 recognition of the main points in
subjects:
spoken word and in written text
Who am I?
 finding a defined piece of
information in a text or speech
 designing of one's own messages
Community and service
 seeking support from one's talking
 designing of one's own messages
partner or using non-verbal
 information retrieval
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144

communication in spoken
interaction.
using literary devices in text
production and interpretation

seeking support from one's talking
partner or using non-verbal
communication in spoken interaction.
Guiding questions connecting different
subjects:
How do people communicate?
6th grade
6th grade, key objectives:
6th grade, key contents:
Language proficiency
The student will
 understand the main contents of
speech and text related to everyday
life
 be able to participate in simple
communication situations
 be able to use new words and
structures in one's own products
 be able to produce text and speech
also in past tense
 be able to use source books and
dictionaries
Structures
 simple past
 comparison of adjectives
 differences between present
continuous and simple present
 auxiliary verbs
 indefinite pronouns
 word order in questions
Cultural skills
 The student will get to know the
English-speaking world more
extensively. The central theme is
tolerance and understanding of
differences.
Learning strategies
Development of the strategies studied in
6th grade's theme areas:
Approaches to learning


return of home work on time
giving motivating feedback to fellow
students
 use of dictionaries
Guiding questions connecting different
subjects:
How do I learn how to learn?
How do I evaluate my own work and learn
Communication situations
 Revision and extension of situations to appreciate it?
How do I justify my viewpoints and share
dealt with in previous grades
 practice in discussing topics that are what I have learnt?
of interest to the student
Environments
 increasing one's vocabulary, e.g.
 Finland's nature and animals
surrounding culture, TV, radio
Guiding questions connecting different
 practicing questions and answers
subjects:
both orally and in writing
How is energy distributed on the earth, and
 studying expressions of past
how do living environments differ from
each other?
Subject areas

information technology
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145
previous years
 future plans
The student will
 introduction to different countries
 be able to acquire knowledge by
and to schooling and hobbies of
him/herself
children there
 utilize pair and small group situations
Communication strategies
 understand the importance of
The student will
persistent practice and will be
accustomed to evaluating one's own
 find the main points from speech
work
and text
 be able to write one's own message
 manage with interaction situations
by paraphrasing or by seeking help
from one's talking partner
 be able to use a dictionary and
study books as help in preparing
and interpreting messages
Human ingenuity


evaluation of one's own work
taking responsibility for one's own
projects
Guiding questions connecting different
subjects:
How do I build my own ethical and world
view?
Health and social education
 safety at school and in the
neighbourhood
Guiding questions connecting different
subjects:
How to act in a safe manner?
Community and service
 writing a report about camp school
Guiding questions connecting different
subjects:
How to communicate understandably and
respectfully?
Assessment:
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146
The assessment is presented in connection with foreign languages in the part on joint assessment.
Level of language performance in the 6th grade, in accordance with the language proficiency scale (Appendix):
Listening
comprehension
A2.1
Initial stage of
basic language
proficiency
Speech
A1.3
Functional
elementary
language
proficiency
Text
comprehension
A2.1
Initial stage of
basic language
proficiency
Writing
A1.3
Functional
elementary
language
proficiency
English
 Listening comprehension A 2. 1
 Speaking A 1. 3
 Text comprehension A 2. 1
 Writing A 1. 3
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147
Grades 7–9
General objectives
The task of the instruction is to ensure that the student's language skills will extend to more demanding social situations and to the
sphere of hobbies, services and public life. The share of written language in instruction will grow. The student's skill to behave in
accordance with the target culture will grow, and he/she will acquire more strategies typical for study of languages.
7th grade
Objectives
Contents
Language proficiency
Listening comprehension
 the student will be able to follow the main points of
a clear factual speech in which a variety of
pronunciations is employed
 the student will understand ordinary vocabulary
and idioms
 the student will become aware of some of the main
differences between different English language
variants
Structures
7th grade
Approaches to learning
Speech
 The student will be able to cope with simple social
encounters and the most common service
situations
 the student will manage with short dialogues;
his/her pronunciation is understandable
 the student will learn to produce the sounds typical
to English
 the student will use several most important
structures









to be, to have, present,
simple past, perfect, past
perfect; degree of
comparison of adjectives
prepositions, adverbials,
time expressions
Study strategies
Guiding questions connecting
different subjects:
How to study in Ressu?
How
to
assume
the
responsibility for my own
study?
How to evaluate my own
learning?
verb's –ing form; future and
Environments
if conditional; word order;
talking about oneself and the
present continuous and past
immediate environment
continuous; 1st conditional
and if conditional clause
Introduction to the British Isles
and London
preliminarily; imperative
Guiding questions connecting
different subjects:
Communication situations
How does a human being make
introducing oneself
use of one's environment and
exchanging news
function within it?
making an appointment
telling news
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148
Reading comprehension
 The student will understand factual texts with the
length of few paragraphs and messages related to
even quite demanding everyday situations
 the student will be able infer the meanings of many
unknown words from their language form and
context
Writing
 the student will be able to write short and simple
messages and descriptions of familiar topics
 the student will be able to use basic tenses and
simple parallel clauses
Cultural skills
 the student will learn to value and know the English
language culture and accept the differences
between humans
 the student will learn to communicate and function
in a manner acceptable in normal everyday
situations
 the student will get to know the English-speaking
world, especially Great Britain and London
Study strategies
The student will learn to
 take responsibility of one's own study
 realize the importance of persistent and
independent practice of communication
 independently use a study book and seek for
information in it
 find out about the opportunities for practice and






















discussing about hobbies
proposal
polite expressions
offer and request
Subject areas
Introduction to the British
Isles and London
talking about oneself and
the immediate environment,
home and family
pets
school
friendship
hobbies
use of money
clothes
eating habits
Human ingenuity
grammatical structures
Cultural skills
Art as a hobby
Guiding questions connecting
different subjects:
Why is it good to know different
cultures, and how do cultures
meet?
Health and social education
eating habits, hobbies, use of
money, friendship, cultural
skills(the student will learn to
communicate and function in a
manner acceptable in normal
everyday situations)
Guiding questions connecting
different subjects:
How to mediate and interpret
Communication strategies
messages?
The student will learn to
Who am I, and how do I look
react orally and in writing,
after myself?
using words and phrases
typical of the English
Community and service
language
posters related to theme days
plan messages one needs
information bulletins on walls
in different contexts
(e.g. proposals and requests
make further questions and
about the school environment)
carry on conversation
Guiding questions connecting
different subjects:
react to what was heard,
From ideas to actions – what
with gestures, expressions
are an individual's chances to
and simple clauses
influence matters?
use the most typical polite
148
149












knowledge acquisition offered by the information
and communication technology
evaluate one's own work and different areas of
language skills and, if necessary, change one's
working methods
be aware of the existence of different learning
styles and gradually recognize one's own learning
style
utilize the language skill acquired with the mother
tongue
apply the knowledge acquired
infer, guess and discover connections in new
situations
use different memorizing strategies
analyze (with the help of a model and by
comparing to the mother tongue)
connect new knowledge to old
appreciate one's own and others' work
work in cooperation with others
give positive feedback
keep track of one's own learning and become
aware of one's own learning

phrases and wishes
be aware of the use of
approximate expressions in
a communication situation
and will try to use them
Why do we celebrate?
8th grade
Objectives
Language proficiency
Listening comprehension
The student will be able to understand familiar
topics or discussions involving general knowledge
The student will be able to follow the main points of
a speech in which a variety of pronunciations is
employed
The student will understand ordinary vocabulary
and idioms
The student will become aware of some main





Contents
Structures
countable and non-countable
nouns and use of articles,
singular and plural relative
pronouns
formal subject, words of
quantity
personal pronouns: basic,
object and possessive forms
Areas of interaction
Approaches to learning
learning
of
structure
and
vocabulary of books
use of dictionaries
self-assessment of class and
project work
production of language based on
new grammar rules and words
development of team work skills
149
150
differences between different English language
variants


Speech
the student will be able to converse quite fluently
and understandably in everyday situations and carry
on a conversation to some extent
the student will talk fluently about some topics that
are familiar to him/her
the student will use the most important structures
the student will master the basic vocabulary
pronunciation is understandable
Reading comprehension
the student will understand different and even wider
texts on familiar topics
the student will understand the main ideas and
some details of messages and factual texts with a
length of a couple of paragraphs
the student can infer the meanings of many
unknown words from their language form and
context
the student can acquire foreseeable new
information about familiar topics
Writing
the student will be able to manage with typical
everyday situations by writing
the student will be able to write short messages,
list-style descriptions and dialogues of familiar
topics
the student will write simple words and structures
reasonably correctly
















use of articles in geographical
names
adjectives and adverbials and
their comparison
modal auxiliary verbs and
compensating structures
reflexive pronouns
1st conditional and conditional
clause, 2nd conditional and
conditional clause –
preliminaries
tag questions
revision and a deeper look at
what was learnt in grade 7
(especially verb forms)
Subject areas
being European and the
identity of a young European
introduction to Ireland
travelling and holidaying
The United States: history,
geography, celebrities;
American way of life through
European eyes
relationships between the
young and the adult; bullying at
school; healthy living habits
heroes and idols
Finland and Finnishness,
Helsinki and identifying with it
Communication situations
Guiding questions connecting
different subjects:
How to plan my everyday
activities?
How to effectively use different
sources?
How to evaluate one's own work?
Environments
European
countries
and
languages
being European and the identity of
a young European
Finland and Finnishness
Helsinki and identifying with it
geography of the U.S.
vacation and travel
English-speaking countries
Guiding questions connecting
different subjects
How do we perceive Finns as part
of Europe?
How to learn in the immediate
environment and how to learn
about the immediate environment?
Human ingenuity
grammatical structures
celebrities in the history of the
U.S.
Cultural skills
Guiding questions connecting
different subjects
How are cultures born, and how to
understand them?
How to utilize grammar in
150
151
Cultural skills
the student will learn to value and know the Englishlanguage culture and accept the differences
between humans
the student will learn to communicate and function
in a manner acceptable in normal everyday
situations
the student will deepen his/her knowledge about the
basic things in the English-speaking world
(geography, famous persons, important events and
typical everyday situations)
the students in grade 8 will deepen their knowledge
about the target culture, especially that of the United
States and Ireland, and compare their own culture
with the target culture
Study strategies
The student will
strengthen his/her study strategies adopted in grade
7 and, when needed, can change them
continue evaluating one's own strategies and learn
to discuss them identify strategies adopted by
others and be encouraged to try them















meeting a foreign person in a
polite manner
dealing with a travel agency
asking and showing the way
differences between American
English and British English
debating about America and
the American way
discussions about relationships
among young people,
relationships between the
young and the adult, and about
idols and heroes
Talking about Finland and
Helsinki
Communication strategies
The student will learn to react
orally and in writing, using
words and phrases typical of
the English language
make further questions and
carry on conversation
react to what was heard, with
gestures, expressions and
clauses
make inferences based on the
communication situation
use polite phrases and wishes
become aware of the
dimensions of one's own
language use; he/she will try
using approximate expressions
expressing myself?
Health and social education
relationships between the young
and the adult: bullying at school,
healthy living habits
heroes, idols
the American way of life through
European eyes
Guiding questions connecting
different subjects
How to act while listening to
yourself and others?
How to communicate in a way that
is
appropriate
in
different
situations?
In what kind of social network do I
live?
Community and service
E.g., writing about voluntary
working day
151
152
to compensate for lacking
language skills

9th grade
Objectives
Language proficiency
Listening comprehension
the student will understand the main ideas and
important details about speech dealing with
everyday situations and about short narration
the student will also be able to follow speech which
deals with themes related to society and immediate
environment and based on general knowledge
the student will get the main points of messages
transmitted by the media
the student will become aware of some main
differences between different English language
variants
Contents
Structures
passive
--ing form
infinitive
deepening
the
knowledge
conditional and conditional clause
indirect question and statement
Themes
Approaches to learning
of
Subject areas
human relations
emotional life
health and wellbeing
sustainable development
study, work and livelihood
Speech
media,
communications
and
the student will be able to converse quite fluently advertising
and understandably and carry on a conversation
everyday technology
the student will be able to present a short list-style youth culture
description about his/her immediate circle
the student can make a short oral presentation
Communication strategies
the students in music and dance study lines will be the student will learn to react orally or
able to tell about the school's emphasis and their in writing, using words, phrases and
own hobbies
structures typical of the English
the student's pronunciation will be understandable
language
the student will use the most important structures in the student will be able to request
a diverse manner
further information in a way that is
he/she will know the typical everyday vocabulary suitable for the situation
quite well and also some idiomatic expressions
the student will be able to make good
use of linguistic cues and the
learning of structure and vocabulary
of books
use of dictionaries
self-assessment of class and project
work
production of language based on new
grammar rules and words
improvement of teamwork skills
Guiding questionsconnecting different
subjects
How do I learn?
How to be an active and self-directed
learner?
How to evaluate and reflect upon
one's own learning?
Environments
sustainable development
recycling
Canada as immediate environment
Guiding questions connecting
different subjects
How to be active for one's own
neighbourhood?
How to support sustainable
development with one's own
selections and actions?
What is global environment and how
has it changed during time?
152
153
Reading comprehension
The student will be able to understand many kinds
of texts, with a length of some pages, about familiar
topics, as well as to follow the main idea and key
words of the text
the student will be able to read different texts
dealing with familiar subject areas, also without
preparation
the student can infer the meanings of many
unknown words from their language form and
context
communication
situation
when
drawing inferences about the contents
of a message
the student will observe his/her own
language use and will be able to
compensate his/her lacking language
skills with approximate expressions
in linguistic interaction situations, the
student will be able to utilize feedback
received
the student will be able to keep up
conversation and naturally use his/her
Writing
turn to speak in the conversation
the student will be able to manage with typical the student will be able to take brief
everyday situations by writing
notes about the main points of an
the student will be able to write a short description English-language presentation
about events or experiences and about the
mundane sides of one's living environment (letters,
messages, notes and applications)
the student will master the common basic
vocabulary, structures and the most typical linkage
methods
the student will write ordinary words and structures
correctly
Human ingenuity
media, communications, advertising
everyday technology
youth culture
Guiding questions connecting
different subjects
How to use and critically evaluate
different means of communication?
What do cultures tell us, and how do
they complement each other?
Health and social education
emotional life
health and wellbeing
Guiding questions connecting
different subjects
What is it like to be a young person in
today's world?
Community and service
study, work and livelihood
active citizenship
introduction to working life
Guiding questions connecting
different subjects
How to learn to engage actively as a
member of my communities?
Cultural skills
the student will learn to value and know the Englishlanguage culture and accept the differences
between humans
the student will learn to communicate and function
in a manner acceptable in normal everyday
situations
the student will further deepen his/her knowledge
about the basic things in the English-speaking world
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154
(geography, famous persons, important events and
typical everyday situations)
the students in grade 9 will deepen their knowledge
about the target culture, especially that of Canada,
New Zealand and South Africa
Study strategies
The student will
strengthen his/her study strategies adopted in
grades 7 and 8 and, when needed, can change
them
continue evaluating one's own strategies and learn
to discuss them
identify strategies adopted by others and will be
encouraged to try them
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155
Language proficiency
Grade 8 (good) level mark in A-English at the end of the 9th grade
Appendix 2. Pan-European framework for language teaching and learning and its application in Finland.
Listening comprehension B1.1 Functional basic language proficiency
The student will understand the main ideas and central details of a speech which deals with themes that are regularly repeated at
school, at work or during free time, including short narration.
He/she will catch up with the main points of radio news, movies, TV programs and clear phone messages.
The student will be able to follow speech based on common experience or general knowledge.
He/she will understand ordinary vocabulary and a limited number of idioms.
To understand a longer message requires the use of standard language spoken clearly and in normal speed. Repetition is needed
every now and then.
Speech A2.2 Developing basic language proficiency
The student will be able to present a short list-style description about his/her immediate circle and its everyday attributes.
He/she will know how to participate in routine conversations about one's own matters or matters important to one.
The student might need help in a conversation, avoiding some subject areas.
Sometimes the speech is fluent but different kinds of pauses are evident.
Pronunciation is understandable although a foreign accent is obvious and there are errors in pronunciation.
The student will know the typical everyday vocabulary quite well and also some idiomatic expressions.
He/she will know some simple and also some more demanding structures.
In more extensive free speech, there will be many errors in basic matters (e.g., verbs' tenses), and sometimes these errors can
make it harder to understand.
Reading comprehension B1.1 Functional basic language proficiency
The student will be able to read many kinds of texts, with a length of some pages (tables, calendars, course programs, cook
books), about familiar topics, well as to follow the main idea, key words and important details of a text, also without preparation.
He/she will be able to follow the main ideas, key words and important details of a text of a couple of pages dealing with a familiar
topic.
Understanding the details of topics and texts deviating from everyday experiences might be imperfect.
Writing A2.2 Developing basic language proficiency
The student will be able to manage with typical everyday situations by writing.
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156
He/she will be able to write a very short and simple description about events, past actions and personal experiences or everyday
aspects (short letters, notes, applications, phone messages) of one's living environment
The student will master the basic vocabulary, structures and the most typical linkage methods.
He/she will write simple words and structures correctly, but commits errors in rarer structures and forms, producing awkward
expressions.
Cultural skills
The student will know about the way of life and history of the language area for the target language.
Study strategies
The student will make regular use of working approaches effective from the standpoint of language study and learning.
He/she has realized the importance of the persistent communication practice that is essential in studying a language.
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9.3.1.2.2.2 French
A1-language, French
A1-language, French, grades 3–4, instruction in English
The study of French in our school starts from the 3rd grade in classes where the instruction
language is English. Study of French prepares the student to manage in communication
situations conducted in French. The student will become accustomed in using his/her
language skill, and his/her knowledge about the cultures of French speaking countries will
increase. Also, a new viewpoint is opened to the student's own language and culture The
student also will learn to understand that, as a skill subject and means for communication,
language requires long-term communicational practice in many different forms.
Common objectives for grades 3––6:
Language
The student will learn to
- communicate in most normal situations, in which the talking partner can help
Cultural skills
The student will
- learn to know and value one's own culture
- find out preliminarily about the similarities and differences between one's own culture and
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158
the target language culture
Approaches to learning
The student will learn to
- act responsibly and actively in language learning situations
- use a range of key practice forms for language study
- make good use of pair and small group situations in language study
- independently use a variety of information acquisition methods
- independently use a school book or dictionary
- evaluate his/her work and different areas of his/her language skills in relation to the
objectives given
- use new words and structures in his/her own products
- prepare for examinations
Grades 3–4 objectives: areas of
emphasis
Language skills
3–4 grades: key contents
Situations subject areas

local environment and familiar
persons essential to it, things and
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159
The student will learn to

give some personal details (name,
age, home, family, likes)
understand, helped by the
situation context, the key contents
of a speech or a text containing
learnt vocabulary
write a short message using aid
devices


Cultural skills
The student will learn to


-
know the target culture and
familiarize tentatively with the
similarities and differences of the
target culture and Finnish culture
communicate with the
representatives of the target culture
in everyday situation, in a way that
is natural in that culture
polite use of language, use of name
when greeting, s’il vous plaît, merci
traditional French language songs
and rhymes


functions such as home and
family members, animals,
hobbies, school, clothes, body
parts, foods, colours, times of day
(full hours), days of the week,
numerals 0–60
errands and transactions in
various situations
basic details about one's own
culture and the target culture
Structures





Communication strategies

Study strategies
The student will learn to

act responsibly and actively in
key grammar typical to each
language from the viewpoint of
communication
prepositions (sur, sous, dans)
verbs avoir, être (initially),
recognition of verbs essential
to the subject areas
genitive forms of personal
pronouns (mon, ma, ton, ta)
de-genitive


recognition of the main points
in spoken word and in written
text
finding a defined piece of
information in a text or speech
designing of one's own
messages
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160




language learning situations
make good use of pair or small
group situations in language
study
independently use a text book,
dictionary or other information
acquisition means
use new words and structures in
one's own products
be able to recognize one's own
strengths and weaknesses as a
language student and estimate
one's work and different areas of
language skills in relation to the
objectives


seeking support from one's
talking partner or using nonverbal communication in
spoken interaction.
using literary devices in text
production and interpretation
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Grade 5, instruction in English
INTRODUCTION: See the common introduction to foreign languages.
5th grade's objectives: areas of
emphasis
Language proficiency
The student will





be able to use new words and
structures in one's own products
be able to write messages using
aid devices
find, from a short text, the
information needed and will
understand it
be able to follow simple
conversations and will practice
participating in them
be able to communicate about vital
needs
Cultural skills
5th grade: key contents
Themes
Structures
Approaches to learning

avoir and être verbs' present tense

er verbs' present tense

numerals between 0 and 100

noun plurals (regular)

preliminary inflection and
placement of adjectives (regular)

negative clauses

the question of intonation

possessive pronouns (1st, 2nd and
3rd singular)
Communication situations

greeting

talking about oneself, one's family

responsibility and entrepreneurial
attitude in language learning
situations

use of key practice forms that are
characteristic to language study (use
of new words and structures in one's
own productions, inference of words
and phrases from the context)
Guiding questions connecting different
subjects

How to study different subjects?
Environments

talking about home/own room

living in town/country

basic facts about France (cities,
towns)
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162
The student will learn

to know more about the culture of
French-speaking countries

compare the culture of Frenchspeaking countries to one's own
and Finnish culture - French
customs and polite use of language
Study strategies
The student will learn to



act responsibly and actively in
language learning situations
make good use of pair or small
group situations in language study
and home

Subject areas
Guiding questions connecting different
subjects

Where do I live?

How to live while taking others into
consideration?
home and family and pets

free time and hobbies

shopping

basic facts about French culture

talking about weather


clothes
appreciation of one's own culture
and that of the target language
Human ingenuity
Guiding questions connecting different
subjects
Communication strategies

What do cultures tell us?
The student will practice


use new words and structures in
one's own products


recognize one's own strengths and
weaknesses as a language student
evaluate his/her work and different
areas of his/her language skills in
talking about weather

independently use a study book or
other aid devices

buying

Health and social education
recognition of the main points in
spoken word and in written text.
- finding delimited knowledge from
texts and speech, planning of one's
own messages, seeking support
from a talking partner and nonverbal communication in oral
interaction, seeking support of
literary aid devices in producing

hobbies and free time

talking about family

greetings and wishes
Guiding questions connecting different
subjects

How do I interact with others?
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163
relation to the objectives
and interpreting texts

Who am I?
Community and service

skill to naturally communicate in
everyday situations in the target
culture

polite communication

festive days in France/Finland
Guiding questions connecting different
subjects

How do communities regulate
people's lives?

How do people communicate?
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A1-language, French,
Grade 6, instruction in English
INTRODUCTION: See the common introduction to foreign languages.
6th grade's objectives: areas of emphasis
6th grade: key contents
Themes
Language proficiency
Structures
Approaches to learning:
 independent use of a dictionary or
other information acquisition means
 evaluation of one's own work and
language skill
The student will- understand the main contents
of speech and text related to everyday life



be able to participate in simple
communication situations
be able to use new words and
structures in one's own products- be
able to produce text and speech also
in past tense
be able to use dictionaries and other
aid devices
Cultural skills
The student will learn to

know more about the culture of
French-speaking countries

revision and deepening of the
knowledge acquired so far

inflection of regular verbs:
present tense, passé composé
and futur proche

some irregular verbs

ordinal numbers

est-ce que question

partitive (preliminarily)
Communication situations

Revision and extension of
situations dealt with in previous
grades
Guiding questions connecting different
subjects:
 How do I learn how to learn?
 How do I evaluate my own work and
learn to appreciate it?
Environments:
 talking about school and a school
day
 basic facts about France
Guiding questions connecting different
subjects:
 In what kind of environment do I live?
Human ingenuity:
 basic facts about French culture
 appreciation of one's own culture
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165


compare the culture of Frenchspeaking countries to one's own and
Finnish culture
communicate with the representatives
of the target culture in everyday
situations, in a way that is natural in
French culture

situations in restaurants

writing a postcard

showing or asking the way
Subject area

seating habits
Study strategies

travel and tourism
The student will learn to

making an appointment

school and study subjects

everyday matters



act responsibly and actively in language
learning situations
make good use of pair or small group
situations in language study
independently use a text book,
dictionary or other information
acquisition means

use new words and structures in one's
own products

be able to recognize one's own
strengths and weaknesses as a
language student and estimate one's
work and different areas of language
Communication strategies

The student will

find the main points from speech
and text

be able to write one's own
message

manage with interaction
situations by paraphrasing or by
seeking help from one's talking
and the target culture
Guiding questions connecting different
subjects:
 How humans have adapted to
different living circumstances and
created different cultures?
Health and social education:
 talking about daily activities
 talking about schoolmates
 eating habits
 writing a postcard/short letter
Guiding questions connecting different
subjects:
 How do we interact with each other?
 How to live in a healthy way?
Community and service:
 dealing with shopping
 skill to communicate politely and in a
natural manner in everyday
situations in the target culture
Guiding questions connecting different
subjects
 How humans act as members of
communities?
 How to communicate understandably
and respectfully?
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166
skills in relation to the objectives.

- utilize information and communication
technologies in knowledge acquisition
and communication
partner

be able to use a dictionary and
study books as help in preparing
and interpreting messages
Assessment
Description of good performance at the end of the 6th grade
Language proficiency
Level of language performance in the 6th grade, in accordance with the language proficiency scale (Appendix):
Listening comprehension
Speech
Text comprehension
Writing
A1.3 Functional elementary
language proficiency
A1.2 Developing elementary
language proficiency
A1.3 Functional elementary
language proficiency
A1.2 Developing elementary
language proficiency
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167
A-French, grades 7-9
INTRODUCTION:
When studying French, the student learns to use different work methods and study strategies that are, from the viewpoint of language
study and learning, effective and to utilize the knowledge obtained in learning one's mother tongue. During classes and at home,
information and communication technologies are utilized in knowledge acquisition and communication as far as possible. Small-scale
project work is done independently or in a group during classes. The student is guided to evaluate his/her work and different areas of
language skills in relation to the objectives given and, if necessary, change one's working methods. The task of the instruction is to
expand the student's proficiency in French to include more demanding social situations and the area of pastimes, services and public
life. The share of written language in instruction will grow. The student's skill to behave in accordance with the target culture will grow,
and he/she will acquire more strategies suitable for study of languages. The student can make a presentation about Finland and
Helsinki in the target language and knows the basic facts about French-speaking countries.
Communication strategies
linguistic reasoning or reasoning based on situational hints, for clarifying the content of a message
making use of feedback received in an interactive situation
compensating for deficient language skills by approximate expression
monitoring one's own language use
use of certain idioms peculiar to oral interaction, such as those associated with taking, beginning, maintaining and ending a turn to
speak and with giving feedback
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168
A-French, 7th grade
Themes
Approaches to learning
Objectives
Contents
Language proficiency
Structures
Listening comprehension
Revised and deepened the knowledge of
the following as needed
The student will learn to

understand clear and slow standard
speech, repeated as found
necessary, in everyday situations
Speech
The student will learn to

briefly tell about him/herself and
his/her immediate circle of
acquaintances and friends

partitive

inflection of regular and some
irregular verbs:
present tense,
passé composé and near future

venir de

être en train de

negative clauses

interrogatives

possessive pronouns

cope with simple dialogues

manage with basic level clause
structures

object form of personal pronouns
and the adverbial form
regardless of pronunciation and
grammatical errors, the message
usually finds its recipient

the present tense and
composé for reflexive verbs

future


taking the responsibility for one's
own study, persistent work

knowledge retrieval from study
books and dictionaries

evaluation of one's own work and
the areas of language skill

awareness of different learning
styles and recognition of one's
own learning style

application of what has been
learnt

application of what was learnt in
the mother tongue to the study of
a foreign language

use of work methods and study
strategies typical to language
study compensation strategies
Learnt as new
Text comprehension
passé
Guiding questions connecting different
subjects

How to study in Ressu?
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169
The student will learn to


understand clearly structured text
containing typical vocabulary
extract the main idea from a fairly
short text with a familiar subject
area

simple past

imperative

relative pronouns qui, que, où

inflection, placement and degree of
comparison of adjectives
Writing
The student will learn to
making acquaintances, greeting
asking about another person's health

write, on the main clause level,
simple productions for him/herself
about familiar topics
regardless of errors, the message
will be understandable


and
making an appointment
talking about oneself, friends and the
family
shopping situations

I as a learner

Guiding questions connecting
different subjects

Do I know the immediate
environment?
Human ingenuity
basic facts about French culture
comparison between French culture and
one's own culture
tolerance of multiculturalism;
utilization of information and
communication technology in studies
Cultural skills
The student will learn to
How to assume the responsibility
for my own study?
Environments
Communication situations


Subject areas
know basic facts about the Frenchspeaking world, especially about
France

leisure time and hobbies

school
compare one's own culture with the
culture of the target language
communicate and function in a
manner acceptable for the target

home, home duties and living

food and eating habits
grammar as a logical system
linguistic reasoning or reasoning based
on situational hints
Guiding questions connecting different
subjects
Why is it good to know different cultures,
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170
culture in normal everyday
situations

know the French-language culture
and accept the differences between
humans
Study strategies
The student will learn to


take the responsibility for one's
own study (being equipped
adequately for classes, regular
and persistent work, information
retrieval from study books and
dictionaries)
realize the importance of
persistent and independent
practice of communication

independently use a study book
and other aid devices to look for
information

find out, as far as possible, about
the opportunities for practice and
knowledge acquisition offered by
the information and
communication technology

parts of the body, illnesses
and how do cultures meet?

basic facts about France and its
culture
How creativity and inventiveness are
shown in different study subjects?

weather
Health and social education
communication (talking, listening,
reading, writing):
making acquaintances and greeting,
asking about another person's health,
talking about oneself, friends and
families,
making an appointment,
talking about eating habits,
talking about parts of the body and
illnesses,
oral interaction (taking, ending and
maintaining one's turn to speak, and
giving feedback)
Guiding questions connecting different
subjects

Who am I, and how do I look after
myself?
Community and service
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171


evaluate one's own work and
different areas of language skills
and, if necessary, change one's
working methods
utilize the language skill acquired
with the mother tongue

apply the knowledge acquired

infer, guess and discover
connections in new situations

connect new knowledge to the
old

understand the importance of
disturbance-free work
environment

appreciate one's own and others'
work

communication in a shopping
situation

skill to communicate in everyday
situations in accordance with the
target culture
Guiding questions connecting different
subjects

Why is it important to accept
differences?
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A-French, 8th grade
Objectives
Contents
Themes
Language proficiency
Structures
Approaches to learning

revision and deepening of the
knowledge of what has been learnt
earlier

use of work methods and study
strategies typical for language
study
follow a conversation about
topics that are of direct
importance to him/her

object pronouns COD and COI

compensation strategies

conditional and conditional clause

understand the core contents of
short and simple discussions
and messages

passé composé
evaluation of one's own work and
the areas of language skill

simple past


differences between passé
composé and simple past
awareness of different learning
styles and recognition of one's
own learning style

use of one's own knowledge of
language to help in the study of
new languages
Listening comprehension
The student will learn to



understand clear standard
speech spoken in normal speed,
repeated as found necessary
Speech
The student will learn to

cope with very simple dialogues
and service situations

fluently cope with familiar speech
situations; pauses and interruptions
are possible


past perfect

future

conditional and conditional clause

dont

interrogatives

gerund and present participle

adverbials
Guiding questions connecting different
subjects

How to effectively use different
sources?

How to evaluate one's own work?
Environments
pronounce in such a way that the
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173

message usually finds its recipient

plural

school and further study
use the most important words and
clause structures

verb case governance

travel, holidaying and sights

en and y pronominals


degree of comparison for adjectives
basic facts about French-speaking
countries (Francophonia)

sustainable development
Text comprehension
The student will

Communication situations
understand clear and simple
standard language text

understand the main ideas and
some details of the text

is able to use simple inference with
the context as a help


expressing an opinion

travel situations (seat reservation,
buying a ticket, etc.)
Writing
The student will learn to



write simple messages about very
familiar topics (e.g. a postcard,
personal details, simple dictation)
write a standard language text
about familiar topics (e.g.,
description of a holiday trip, future
plans)
use typical words and expressions
various discussions with, e.g.,
family members, acquaintances or
representatives of different service
areas
Guiding questions connecting different
subjects
Subject areas

travel, holidaying and visiting
various sights

diversity of France (different French
provinces)

some French festive days

How to learn in the immediate
environment and how to learn
about the immediate
environment?

What is sustainable development?

How do we perceive Finns as part
of Europe?
Human ingenuity

basic facts about the cultures of
French-speaking countries

comparison between French culture
and one's own culture
school and further study

tolerance of multiculturalism
sustainable development

grammar as a logical system
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174
Cultural skills
Communication strategies
The student will learn to
The student will



compare one's own culture with the
culture of the target language
communicate and function in a
manner acceptable for the target
culture in normal everyday
situations
know the French-language culture
and accept the differences between
humans



deepen one's knowledge about the
French-speaking world
Study strategies
The student will


deepen his/her study strategies
learnt in grade 7

practice to infer the contents of a
message with the help of situational
clues
practice to express one's own
views and react to what one hears
observe one's own and others' use
of language
practice to compensate one's
lacking language skill with other
comparative expressions
practice some expressions that are
typical in oral interaction (e.g.,
taking one's turn to speak)

linguistic reasoning or reasoning
based on situational clues

utilization of information and
communication technology in studies
Guiding questions connecting different
subjects

How are cultures born, and how to
understand them?

How to utilize grammar in expressing
myself?
Health and social education

oral interaction: starting, ending and
maintaining one's turn to speak, and
giving feedback

expressing an opinion

talking about how to spend free time
talking about one's daily program
Guiding questions connecting different
subjects

How to communicate in a way that
is appropriate in different
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175
situations?

In what kind of social network do I
live?
Community and service

French festive days

skill to communicate in everyday
situations in accordance with the
target culture

travel
Guiding questions connecting different
subjects

What are the consequences of
our actions?
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A-French, 9th grade
Objectives
Contents
Themes
Language proficiency
Structures
Approaches to learning

Listening comprehension
The student will learn to

follow clear factual speech and
understand its main points

recognize the topic of a discussion
containing normal vocabulary


understand standard language with
a slow and clear pronunciation
understand some central
vocabulary and some idioms
revision and deepening of the
knowledge of what has been learnt
earlier


cope with simple dialogues and
service situations
start and end a short dialogue and
will be able to carry on a
use of work methods and study
strategies typical for language study

compensation strategies

evaluation of one's own work and the
areas of language skill

awareness of different learning
styles and recognition of one's own
learning style

subjunctive

passive

indirect statement

differences between passé
composé and simple past

past perfect

future

How do I learn?

conditional and conditional clause


object pronouns COD and COI
How to be an active and selfdirected learner?

en and y pronominals

How to evaluate and reflect upon
one's own learning?

dont

I as a risk taker

placement, inflection and degree of
comparison of adjectives
Speech
The student will learn to

Guiding questions connecting different
subjects
Environments
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conversation to some extent

fluently cope with familiar speech
situations

pronounce largely understandably

manage with an easily predictable
basic vocabulary and many central
structures
Text comprehension
The student will learn to


understand the main ideas and
some details of texts with a length
of some paragraphs even in
somewhat demanding everyday
connections
acquire new information about
familiar topics in fairly short texts
Writing
The student will learn to

write short messages and
descriptions about familiar topics

in-depth knowledge about the
French-speaking world

talking about the home town and
home country
Communication situations

discussion among family members

interview

talking about the home town and
home country
Subject areas

use of money

clothes

Tunisia

preparations for a dinner invitation

friendship

cinema

culture differences between Finland
and France

dressing and appearance

friendships and courtship
Guiding questions connecting different
subjects

How to be active for one's own
neighbourhood?

What is global environment and how
has it changed during time?
Human ingenuity

culture of the French-speaking world

tolerance of multiculturalism

grammar as a logical system

linguistic reasoning or reasoning
based on situational clues

utilization of information and
communication technology in studies
Guiding questions connecting different
subjects
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(e.g., real or/and imaginary
persons, events, one's own and the
family's plans)

use everyday vocabulary, basic
tenses and dependent clauses

health

work life

French-speaking world

Finland and Helsinki

media, communications and
advertising
Cultural skills

What do cultures tell us, and how do
they complement each other?

How to use and critically evaluate
different means of communication?
Health and social education

communication in everyday
situations
Communication strategies

friendships and courtship
The student will

Dressing

Health
The student will learn to




understand French-speaking world
more deeply
compare one's own culture with the
culture of the target language
communicate and function in a
manner acceptable for the target
culture in normal everyday
situations
know the French-language culture
and accept the differences between
humans
Study strategies
The student will





practice to infer the contents of a
message with the help of situational
clues
practice to express one's own
views and react to what one hears
observe one's own and others' use
of language
practice to compensate one's
lacking language skill with other
comparative expressions
practice some expressions that are
typical in oral interaction (e.g.,
Guiding questions connecting different
subjects

What is it like to be a young person
in today's world?

What is human life cycle?
Community and service

different professions, industries

skill to communicate in everyday
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
deepen his/her study strategies
learnt earlier
taking one's turn to speak)
situations in accordance with the
target culture
Guiding questions connecting different
subjects

What kinds of communities are there
in today's world?

How one can actively work for the
benefit of one's school community?
ASSESSMENT:
Grade 8 (good) level mark in A-French at the end of the 9th grade
Appendix. Pan-European framework for language teaching and learning and its application in Finland.
Listening comprehension level (level A2.2 – developing basic language proficiency)
The student will
Understand sufficiently to be able to satisfy one's concrete needs.
Be able to follow the main points of a clear factual speech in a very superficial manner
Generally be able to recognize the topic of a discussion taking place around him/her.
Understand common vocabulary and a very limited set of idioms in a situation-bound speech dealing with familiar topics or general
knowledge.
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Understand even a simple message requires the use of a standard spoken language pronounced slowly and clearly. Repetition is
needed fairly often.
Reading comprehension (level A2.2 – developing basic language proficiency)
The student will
Understand the main ideas and some details of messages with a length of some paragraphs in somewhat demanding everyday
connections (advertisements, letters, menus, schedules) and factual texts (instructions for use, small news items).
Be able to acquire easily predictable new information about familiar topics in clearly organized texts with the length of few
paragraphs.
Be able to infer meanings of unknown words from their language form and context.
Often need re-reading and aid devices to understand a section of a text.
Speech (level A2.1- Initial stage of basic language proficiency)
The student will
Be able to describe one's immediate circle with some short sentences.
Be able to cope with simple social encounters and the most common service situations
Be able to start and end a short dialogue, but can rarely carry on any lengthier conversation.
Fluently produce some familiar sequences, but there are many very obvious pauses and false starts in the speech.
Pronunciation is understandable although a foreign accent is obvious, and problems of understanding may surface due to
pronunciation errors.
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Know the easily predictable basic vocabulary and many central structures (such as the forms of the past tense and conjunctions).
Manage with the simple grammar in rudimentary free speech, but there are just as many errors also in the basic structures.
Speech (level A2.1- Initial stage of basic language proficiency)
The student will
Manage with the most routine everyday situations by writing.
Be able to write short simple messages (personal letters, paper slips) which are related to everyday needs as well as simple liststyle descriptions about very familiar topics (real or/and imaginary persons, events, one's own and the family's plans).
Be able to use concrete vocabulary and basic tenses related to basic needs as well as parallel clauses connected with simple
connectives (and, but).
Be able to write all the most simple words and structures fairly correctly, but repeatedly commits errors in basic matters (tenses,
inflection) and produces many awkward expressions in free creation.
Work methods in foreign language study:
when choosing work methods, the school's common policy (see Chapter 0 Work methods)
is adhered to
in accordance with his/her pedagogical expertise, the teacher will select suitable work
methods – for each grade - that will promote the analysis of knowledge, understanding of
wholes and Approaches to learning both for an individual student as well as the whole
group
use of methods that are typical to each subject, is diversified and takes different learners
and learning styles in account while enabling creative activities, providing experiences and
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allowing play
development, with the help of different work methods, of learning, thinking and problem
solution skills, work skills and social skills and active participation
selection of work methods, paying attention to the needs of the group and the subject to be
studied; to activate students and increase motivation, alternation of work methods
These different work methods are used to encourage the students to oral and literary
production lead by the teacher and alone, in pairs as well as in groups: practice of
pronunciation and listening with the help of the teacher and recordings
songs, plays, rhymes, games dramatization about everyday communication situations and
study book's texts, study book work
Assessment in foreign languages
The student is assessed in accordance with the objectives set for each grade level
The student's performance is assessed by examinations of varying extent that test the
different subareas of language proficiency
The grade mark is influenced by the student's persistent, long-term, careful and active
work both at home and during lessons as well as by the different literary achievements by
the student.
The students themselves evaluate their own progress and work. The progress of the
student is assessed by the teachers orally (e.g., in assessment discussions) and verbally
(e.g., unit feedback).The assessment criteria for early English is mentioned by the subject
in question
In the A1-language, a written assessment about work skills is given in the autumn of the
3rd grade and a numerical assessment supplemented with a verbal assessment is given
from the start of the 3rd grade's spring. In the A2-language, a verbal assessment is given
in the autumn of the 4th grade and a numerical assessment from the start of the 4th
grade's spring.
The B1– and B2–languages are numerically assessed in the intermediate and the school
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year certificates and verbally in unit feedbacks.
The parent or the guardian will receive feedback about the matters related to the child's
foreign language studies and progress in assessment discussions, in unit feedbacks,
parents' evenings and in intermediate and school year reports. At the end of the sixth and
ninth grade, the assessment also takes note of the descriptions about the student's good
performance.
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9.3.1.3 Mathematics
Grades 1–6
Introduction:
Mathematics offers opportunities to develop logical and exact thinking, spatial
understanding and the capacity to solve practical and scientific problems. Instruction in
mathematics enables innovative capability and development of creative thinking. In
addition, mathematics provides a way to communicate information in an exact form.
In mathematics instruction, the student is seen as an active individual who collects,
processes and saves information. A teaching situation consits of discussions, experiences
and solutions to problems. As often as possible, the student is asked to provide solutions
to problems related to everyday life. The concrete way this discipline is applied is an
important aid in bringing together the student's experiences and thinking systems with the
abstract system of mathematics. The purpose of the problem solving process is to
emphasize, above all, acquisition of knowledge and its application. Information and
communication technologies can be used as an aid already from the 1st grade on.
Mathematics instruction progresses systematically and it must create a lasting foundation
for the assimilation of mathematical concepts and structures. It also gives the student selfconfidence to trust one's own skills to construct, to learn and use mathematics in
meaningful and rational situations. In addition, the instruction is integrated, as far as
possible, to other school subjects and to the world around us, because this will give the
student a realistic idea about the usefulness of mathematics.
Common objectives for grades 1–5
The student will
 learn mathematical concepts
 learn to use natural numbers and employ them in basic calculations
 learn to concentrate, listen, communicate, and develop one's thinking
 practice evaluation and deduction skills
 find problem solution process meaningful
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

learn to explain his/her solutions and deductions with concrete models and means
become accustomed to observe mathematical problems that are related to
everyday problems and to solve them
1st grade objectives: areas of emphasis
1st grade: key contents
The student will
Numbers and calculations









learn the meaning of numbers in the
 number, numeral and number symbol
expression of quantities and order
in number range 0–100
become practised in verbally telling
 properties of numbers: comparison,
about and explaining his/her
classification, ordering, breaking
mathematical thinking
down and assembling of numbers
be aware and understand the decimal
 mental calculations in easy addition
system as a place value system
and subtraction
gain practice in mental calculation
 addition and subtraction using
concrete means and symbols
learn to find patterns in simple
sequences of numbers or diagrams
Algebra
and be able to add to and continue
these sequences
 seeing regularities, relationships and
learn to observe and describe the
correlations pictorially
space around and geometrical
shapes in that space
 interpretation and writing of simple
number sequences
be able to construct threedimensional figures as well as draw
Geometry
and copy two-dimensional forms
learn to understand the meaning of
 Observing and describing spatial
measurement and gain practice in the
relationships in the surrounding
estimation of length, mass and time
space
practice information gathering and
 recognizing, describing and naming
presentation
two-dimensional or three-dimensional
geometric shapes in the environment
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Measurement




principle of measurement
length, price and time (full and half
hours)
use of different devices for
measuring, e.g., a pen, palm, glass
assessment of measurement results
Information processing and statistics

2nd grade objectives: areas of emphasis
simple tables and diagrams (e.g.,
tallying) and reading them
2nd grade: key contents
The student will
Numbers and calculations
 practice to justify his/her deductions
 number, numeral and number symbol
and present his/her solutions in
in number range 0–1000
different ways
 properties of numbers: comparison,
 learn to understand that concepts
classification, ordering, breaking
form structures with their
down and assembling of numbers
superordinate and subordinate
 mathematical symbols, e.g.,
concepts
comparison > <
 learn to find similarities and
 the principle behind the structure of
differences in phenomena,
decimal system
regularities and cause-effect
 addition and subtraction and the
relationships
connections between arithmetic
 learn to understand and use the
operations in natural numbers
symbolic language of mathematics in
 multiplication and multiplication tables
different contexts
 division with the help of concrete
 gain practice in exact mathematical
means
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





expression
 use of various calculation methods
and devices
learn to use the decimal system as a
place value system and understand
 investigation of different solution
and be able to apply basic
models
calculations
 basics of the concept of fractional
gain practice in mental calculation
number (whole, half)
learn the basic concepts of geometry
learn to conduct measurements with Algebra
the most important measurement
 seeing regularities, relationships and
devices and know the most important
correlations from pictures
measuring units
 simple number sequences
gain practice in observing, finding
information and presenting it in the
Geometry
form of bar diagrams
 recognizing, describing and naming
present solutions with concrete
two-dimensional or three-dimensional
models and devices, with pictures,
geometric shapes in the environment
orally and in writing
 basic concepts of geometry such as
the point, straight line and angle
 recognition and drawing of an mirror
image and line of symmetry
Measurement
 the principle of measurement
(volume, mass, length, area, time,
price)
 use and comparison of the most
importance measurement units and
simple measurement unit conversions
 assessment of measurement results
Information processing and statistics
 simple tables and diagrams (e.g.,
tallying) and reading, interpreting and
making them
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Work methods in grades 1–2:
 Instruction debate
 independent practice
 Pair and group work
 Problem orientation
 Activity oriented work methods, e.g., games and plays
Assessment in grades 1–2:
Achievement of key objectives in mathematics is estimated by observing the student's
work, on the basis of his/her achievements and examinations and with the help of the
student's self-evaluation.
The student's eagerness and activity are also taken into account in the assessment.
During the first grade, in the assessment of mathematics special attention is paid on the
student's progress in the subject's different sub-areas. The student's knowledge and skills
are assessed taking into account his/her earlier performance. His/her performance is
compared also with the objectives set for the 1st grade.
In the second grade, the student's progress is compared with his/her earlier achievements
and learning as well as with the objectives in the school's curriculum. At the end of the
second grade, the assessment also takes note of the description of the student's good
performance in the subjects.
The parent or the guardian will receive feedback about the student's progress in
assessment discussions and in intermediate and school year reports.
Description of good performance at the end of the 2nd grade
Thinking and work skills
The student will
 demonstrate the understanding of the concepts related to mathematics by using
them in problem solutions, presenting them in a variety of ways (objects, pictures,
symbols, words, numerals or diagrams) and explaining them to other students and
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the teacher
be able to make justified deductions and explain his/her actions and be able to
present his/her solutions with concrete models and objects, with pictures, orally and
in writing
 be able to make comparisons, e.g., length comparison, and order things; find
opposites; classify things on the basis of their properties as well as indicate the
location of an object, for example, by using the words below, right, left, behind and
between; be able to compare collection sizes by using the words more, less, equal,
many and few and write and use the comparison symbols > and <.
Numbers, calculations and algebra
The student will
 know the meaning of numbers in the expression of quantities and order, in writing
numbers and presenting number sequences
 know and manage breakdown and assimilation of numbers, comparison, summing
and formation of number sequences; know even and odd numbers

understand the decimal system as a place value system and be able to use it
 understand addition, subtraction, multiplication and division, and be able to apply
them in everyday situations
 find the number of existing solution in simple cases
 recognize and be able to present, with the help of concrete objects, simple
fractional numbers, such as one-eighth, one-quarter and one-third

Geometry
The student will
 know the basic forms of plane and three-dimensional figures, including the
quadrangle, triangle, circle, sphere and cube, and know the basic concepts of
geometry: the point, line segment, ray, line, and angle, and their relationship to the
simplest plane figures
 know how to use simple reflections and dilations.
Measurement
The student will
 know how to measure with simple measuring devices, and know the main
quantitative expressions such as length, mass, volume, and time.
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
be able to find the necessary information in simple, day-to-day problems, and to use
his/her mathematical knowledge and skills to solve those problems.
Grades 3–4
3rd grade objectives: areas of emphasis
3. grade: key contents
The student will
Numbers and calculations
 progress in the use of the decimal
 strengthening the mastery of the
system
decimal system in the number range
0–10 000
 get to know the time system and
times of the day
 time expressed in a digital time
format
 practice classification and ordering of
numbers within a number range of 0–
 number classification and
10 000
organization
 practice column based addition and
 column based addition and
subtraction with 4 digit numbers one
subtraction with 4 digit numbers,
below the other
borrowing over 0
 learn the multiplication tables from 2
 multiplication tables from 2 to 10,
to 10 and practice column based
column based multiplication - one
multiplication one number below the
number below the other - using a
other
single number as a multiplier
 practice division
 division in ration and division in parts,
division with the help of multiplication
 gain practice in mental calculation
 the concepts of fraction and that of
 learn the concept of fractional
mixed number, size comparisons
numbers and practice size
between fractions having the same
comparisons between them
denominator
 learn the concept of decimal number
 the concept of decimal number,
and the relation between fractional
tenths and hundredths
numbers and decimal numbers
 relation between fractions and
 practice checking calculations and
decimals
rounding of numbers
 checking the results of calculations
 examine different solution models
 rounding to tens or hundreds
 investigation of different solution
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models with the help of pictures

learn to find patterns in number
sequences

find out about scale with the help of
dilations and reductions
Geometry
find out about symmetry
 dilations and reductions with the help
find out about the concepts of
of a grid
parallel, perpendicular and straight
angle
 reflections in relation to a line and the
concept of symmetry
learn to observe and classify different
polygons and learn to measure the
 parallel and perpendicular lines and
area
straight angle
examine and classify different
 investigation and classification of
geometrical shapes
different polygons
 area of a polygon
 examination and classification of
geometrical shapes of various
gain practice in the use of measuring
objects
units, unit conversations and the
assessment of measurement results Measurement
 strengthening the principle of
measurement
 units of length, mass, volume and
practice information gathering and
time
presentation
 estimation practice
practice interpretation of statistics
information processing and statistics
 information search from text,
pictures, tables and diagrams
 drawing and interpretation of block
diagrams







Algebra
 interpretation and adding to a number
sequence
 finding out about patterns and
regularities
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
interpretation of tables
4th grade objectives: areas of emphasis
4th grade: key contents
Numbers and calculations
Numbers and calculations
The student will
 progress in the use of the decimal
system
 practice classification and ordering of
numbers within a number range of 0–
100 000
 practice column based addition and
subtraction with 4 digit numbers one
below the other
 practice column based multiplication
one number below the other
 practice division
 gain practice in mental calculation
 practice addition and subtraction of
fractional numbers
 practice addition and subtraction of
decimal numbers
 practice checking calculations and
rounding of numbers
 get to know the concept of negative
whole number
 examine different solution models










strengthening the mastery of the
decimal system in the number range
of 0–100 000
number classification and
organization
addition and subtraction mentally and
column-based, i.e., one number
below the other
multiplication, one number below the
other, using a two-digit number as a
multiplier
division algorithm, 1-digit divisor, long
division
addition and subtraction of fractional
numbers with the same denominator
addition and subtraction of decimal
numbers mentally and column-based,
i.e., one number below the other
rounding to thousands and tens of
thousands
the concept of negative whole
number, thermometer, getting the
know the coordinates
drawing up a simple list or a table
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Algebra
 learn to find patterns in number
sequences
 practice writing and calculation of
expressions
 learn solve equations by deduction
Algebra
 interpretation and completion of a
number sequence
 finding of easy regularities and their
interpretation
 the concept of expression, writing
and calculating it, parentheses
 solving easy equalities and
inequalities by deduction
Geometry
 practice scale
Geometry
 get deeper into the concept of
symmetry
 dilations and reductions with the help
of a grid scale
 find out about the circle
 reflections in relation to a point and
 learn to observe and classify angles
symmetry in relation to a line
 learn to observe and classify different
 the circle and its parts
polygons and learn to measure the
area
 classification of angles by
comparison to a straight angle
 examine and classify different
geometrical shapes
 classification of triangles
 area of a polygon
 examination and classification of
Measurement
geometrical shapes of various
 gain practice in the use of measuring
objects
units, unit conversations and the
assessment of measurement results Measurement
 strengthening the principle of
measurement
Information processing and statistics
 units of length, mass, volume and
 practice information gathering and
time, ton and second
presentation
 estimation practice
 practice interpretation of statistics
Information processing and statistics
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

information search from text,
pictures, tables and diagrams
drawing and interpretation of different
diagrams
Grades 5-9
In Ressu Comprehensive School the study adheres to the international IB educational programmes. Grades 5–9 follow the MYP programme, where general
objectives have been set for each subject group.
Objectives
The following objectives are directly tied up with the assessment criteria A–D in mathematics.
A Knowledge and understanding
The foundation of the study of mathematics is knowledge and understanding of that knowledge. It gives the preparation necessary for the investigation of
concepts and development of problem-solving skills. With the help of knowledge and understanding, the student can develop mathematical thinking for
drawing conclusions and solving problems.
Once the course program has been completed, the student:
 will understand and can show his/her understanding in questions relating to the concepts of the five important areas of mathematics (arithmetics,
algebra, geometry and trigonometry, statistics and probability, discrete mathematics).
 will be able to use correct mathematical concepts and skills in familiar and new problem-solving situations including real-life situations
 will be able to correctly choose and apply general rules in different problem-solving situations, including real-life situations
B Discovery of coherence
Finding logical consequences gives the student a possibility to experience excitement and pleasure in mathematical investigation. Mathematical
investigation encourages students to become risk-takers, investigators and critical thinkers. The ability to investigate is very important in the MYP program
and supports life-long learning.
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Along with mathematical investigation, the student is provided with an opportunity to apply mathematical knowledge and problem-solving techniques in
the investigation of problems, generalize information and/or analyze data, find dependencies and logical consequences and describe them mathematically
with the help of general rules, and to justify or prove these rules.
Once the course program has been completed, the student when investigating both theoretical and real-life problems:
 can choose a correct approach and problem-solving technique and apply them
 will recognize logical consequences and connections
 will be able to describe these consequences with the help of dependency or general rules
 can justify or prove mathematical dependencies and common rules
C Communication in mathematics
Mathematics offers an expressive and international language. Students are expected to use, orally and in writing, mathematical expression in a purposeful
manner when presenting mathematical ideas or reasoning.
Once the course program has been completed, the student when presenting his/her ideas and reasoning:
 will be able to use appropriate mathematical notes, symbols and terminology in his/her written and oral communication.
 will be able to use formulas, diagrams, tables and models in his/her mathematical presentation and move from one presentation format to another.
Students are encouraged to choose information and communication technology and use it, whenever possible and appropriate, to present their
mathematical ideas.
D Self-evaluation in mathematics
For the mathematics of the MYP program, the student is encouraged to evaluate one's own conclusions and problem-solving methods. Students are
encouraged to share their thoughts with the teacher and other students to find different problem-solving methods. Critical contemplation will help the
students to internalize their own strengths and weaknesses and regard even errors committed as a source of motivation adding to learning skills.
Once the course program has been completed, the student should be able to:
 estimate the reasonableness of the results in relation to the tasks given
 evaluate the importance/significance of conclusions
 justify the accuracy of the results when appropriate
 present improvement proposals for the methods when needed
5th grade's objectives: areas of emphasis 5th grade, key contents:
Numbers and calculations
Themes on the 5th grade:
Numbers and calculations
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The student will
 progress in the use of the decimal
system
 practice classification and ordering of
numbers within a number range of 0–
100 000 000
 practice addition and subtraction
 practice multiplication
 practice division
 gain practice in mental calculation
 practice calculations with fractions
 practice calculations with decimal
numbers
 find out about the concept of
percentage
 practice checking calculations and
rounding of numbers
 get to know the concept of negative
whole number
 examine different solution models










Algebra
 learn to find patterns in number
sequences
 practice writing and calculation of
expressions
 practice solving equations by
deduction


strengthening the mastery of the
decimal system in the number
range of 0–100 000 000
number classification and
organization
addition and subtraction mentally
and column-based, i.e., one
number below the other
multiplication mentally and columnbased, i.e., one number below the
other
divisibility, division algorithm, 2-digit
divisor, long division
reduction of fractions, conversion of
fractions to higher terms,
multiplication and division by
natural numbers
multiplication and division of
decimal numbers by natural
numbers, millesimals
the concept of percentage and its
relation to fractions and decimals
rounding whole numbers to
hundreds of thousands and
millions, rounding decimal numbers
use of coordinates
designing and interpreting tables
Learning to learn
 Practice of basic calculations
 Presenting of a justified answer
Guiding questions connecting different
subjects
 How to study different subjects?
 How to express myself?
Environments
 Measurement and different forms,
symmetry and 3-dimensionality
Guiding questions connecting different
subjects
 Where do I live?
Human ingenuity
 Problem-solving skills
 Geometry
Guiding questions connecting different
subjects
 How has the human harnessed
different subjects to serve one's
activities?
Health and social education
 Measurement of mass and length
 Assessment of measurement
results
Algebra
 interpretation and completion of a
number sequence
 finding of regularities, relations and Guiding questions connecting different
correlations and their interpretation subjects
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
practice of the use of expressions
and calculating their value by
stages
solving of equations and
inequalities by deduction

How do I interact with others?
Community and service
Geometry

 Information
processing
and
 practice scale
drawing
up
and
interpreting
 get deeper into the concept of
statistics
symmetry
Geometry
Guiding questions connecting different
 learn to draw a circle
 similarity and scale of a drawing
subjects
 learn to measure and classify angles
 reflection using concrete means
 How do people communicate?
and drawings
 learn to observe and classify different
rules and regularities related to
 drawing a circle with a compass
polygons
 angle measurement and
 learn the concept of area and how to
classification, degree
calculate it
 the sum of the angles of a triangle
and those of a quadrangle
Measurement
 the area of a triangle, rectangle and
 gain practice in the use of measuring
parallelogram
units, unit conversations and the
assessment of measurement results
Measurement
 strengthening the principle of
measurement
Information processing and statistics
 units of mass, length, volume, area
 practice information gathering and
and time
presentation
 estimation practice
 practice interpretation of statistics
 get to know the concept of probability Information processing and statistics
 information search from text,
pictures, tables and diagrams
 classification of data; drawing and
interpretation of different diagrams
 statistical probability
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Work methods in grades 3–5:
Instruction debate
 independent practice
 Pair and group work
 Problem orientation
 Activity oriented work methods, e.g., games and plays
Assessment in grades 3–5
Achievement of key objectives in mathematics is estimated by observing the student's
work, on the basis of his/her achievements and examinations and with the help of the
student's self-evaluation.
The student's eagerness and activity are also taken into account in the assessment.
At the end of the fifth grade, the assessment also takes note of the description of the
student's good performance.
The parent or the guardian will receive feedback about the student's progress in
assessment discussions and in intermediate and school year reports.
DESCRIPTION OF GOOD PERFORMANCE AT THE END OF THE 5th GRADE
Thinking and work skills
The student will
 demonstrate the understanding of the concepts related to mathematics by using
them in problem solutions, and presenting them in a variety of ways: as objects,
pictures, symbols, words, numerals or diagrams
 try to constantly focus his/her attention when making observations; be able to
communicate one's observations and thoughts in diverse ways - by acting,
speaking, writing and using symbols
know how to depict real-world situations and phenomena mathematically by

comparing, classifying, organizing, constructing and modellingknow how to group
or classify on a basis of a given or chosen criterion, to look for a shared attribute, to
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
distinguish between a qualitative and quantitative property, and to describe groups
of things and objects, positing true and untrue propositions about them
know how to present mathematical problems in a new form; will be able to interpret
as simple text, illustration or event and to make a plan for solving the problem
 know how to follow rules
Numbers, calculations and algebra
The student will
 understand the decimal system in terms of decimal fractions, too, and know how to
use them confidently; understand the concepts of negative number and fraction
and be able to present them by different methods
 know how to present calculations in writing and orally, and know the relationships
between different calculations; know how to estimate in advance the magnitude of
the result and, after the problem is solved, to check the stages of the calculation
and evaluate the sensibleness of the solution
 know how to formulate and continue number sequences and to present
correlations
Geometry
The student will
 know how to form figures, following the instructions given; be able to notice the
properties of simple geometric figures and be familiar with the structure formed by
concepts of plane figures
 recognize similarity; be able to know how to reflect a figure across a line, and to
dilate and reduce figures by a given ratio; recognize figures that are symmetrical in
relation to line
 understand the principle of measurement; know how to evaluate the size of the
object being measured and the sensibleness of the measurement's result, and how
to state that result in appropriate units of measurements
 know how to calculate the area and perimeter of parallelograms and triangles

Information processing, statistics, and probability
The student will
know how to gather data and organize, classify, and present them as statistics; will
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
know how to read simple tables and diagrams
know how to clarify the number of different events and alternatives, and to judge
which is an impossible or a certain event.
HELSINKI'S DISTRICT-SPECIFIC CURRICULUM FOR THE SIXTH GRADE
The main task of the instruction in the sixth grade is to ensure coping with basic matters.
6th grade: key objectives
6th grade: key contents
The student will learn
 to see connections between
mathematics and the real world
 to convert a verbal problem to the
language of mathematics and
explain one's own thinking process
 logic and creative thinking
 to use diverse methods in carrying
out tasks
 to make questions and deductions
based on observations
Thinking skills and methods
Learning to learn
 using classification, comparison,
organization, measurement and
 Practice of basic calculations
construction as tools
 Presenting of a justified answer
 justified guesses and experiments and
testing of them; a systematic trial-and- Guiding questions connecting different
error method
subjects
 use of tools and drawings that assist
 How do I learn how to learn?
thinking
 How do I justify my viewpoints
and share what I have learnt?
Numbers and calculations
 natural numbers, strengthening the
Environments
skills in basic calculations
 Measurement and different
 whole numbers, addition and
forms; 3-dimensionality
subtraction on a number axis
 Coordinate system
 number division rules; division by two,
five and ten
Guiding questions connecting different
subjects
 reduction of fractions, conversion of
fractions to higher terms
 In what kind of environment do I
live?
 relation between decimals and
fractions
Human ingenuity
 multiplication and division of decimal
 Problem-solving/thinking skills
numbers by natural numbers
The student will manage with
 basic calculations and the related
concepts and their correct terms
 the decimal system as a place
value system also for decimal
numbers
 the concept of fraction
 measurement of length, mass, and
area
 typical unit conversions
 basic concepts of geometry
Themes on the 6th grade
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


the concept of percentage, simple
percentage calculations
estimation of results and their
rounding; use of a calculator
time calculations, calculating time
intervals



Symmetry and parallelism
Conversion of measurement
units
Evaluation of measurement
results
Algebra
 forming an expression and calculating
its value
 correct use of the equals sign
 investigation and forming of number
sequences
Guiding questions connecting different
subjects
 How do I build my own ethical
and world view?
 How human inventiveness is
shown in different subjects and
areas?
Functions
 observing correlations
 presenting a set of coordinates in a
coordinate system
Health and social education
 Measurement of mass and
length
 Estimation of time use
Geometry
 concepts related to triangles and
quadrangles (vertex, side, base,
height)
 angle measurement, drawing, and
classification
 circle and related basic concepts
(centre, radius, diameter,
circumference, sector)
 measurement of quantities (mass,
length, area, volume)
 unit conversion (kg-g, km-m-dm-cmmm, l-dl)
 calculating the perimeter and area of
a triangle and a parallelogram (incl.
Community and service
 Information processing and
drawing up and interpreting
statistics
 Percentage calculations
Guiding questions connecting different
subjects
 How
to
communicate
understandably
and
respectfully?
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



rectangle and square)
naming and classification of objects
(cylinder, rectangular prism, cube,
cone, ball)
calculating the volume of a
rectangular prism
geometric construction and spreading
on a plane
symmetry in relation to a line
Probability and statistics
 calculating the average, mode and
median
 collection and presentation of
information in a useable form (table,
bar and line diagrams)
 interpretation of diagrams
Mathematics, grades 7–9
Introduction: The core task of instruction in mathematics in grades 7-9 is to deepen the
understanding of mathematical concepts and offer adequate basic preparation for them.
These basic capabilities include modelling of everyday mathematical problems, learning of
mathematical models of thinking as well as practice of remembering, focusing and precise
expression. (Criteria A, B and C).
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Common objectives: Grades 7–9
It is central in the instruction that the student learns the concept of real numbers, understands the concepts of both fractions and
decimals, can calculate percentages and knows how to calculate mentally, on paper and with a calculator.
In the instruction of statistics and probability it is central that the student knows how to collect, describe and interpret information, use
statistical methods and understand the concept of probability.
In the instruction of functions it is important that the student can find regularities and correlations in the surrounding world and use
functions to express these dependencies and illustrate them with the help of graphs and the coordinate system.
In the instruction of geometry, it is important to teach the student to understand the basic concepts of geometry as well as to draw
the most common forms and objects and to calculate their areas and volumes with the help of proportionality, trigonometry and the
Pythagorean theorem. In addition, it is of central importance that the student understands the concepts of congruence, similarity and
symmetry as well as conclusions in mathematical thinking.
In the instruction of algebra the central thing is that the student learns the use of variables and reduction of expressions. In the
instruction of problem-solving, the important thing is to teach the student how to model everyday problems and how to solve
problems with the help of equations as well as interpret the solutions obtained.
Objectives
7th grade
The student will understand the
importance of mathematical rules and
concepts in arithmetics and geometry
and see connections between
mathematics and the real world. The
student's calculation skills will develop,
and he/she will be able to present and
solve mathematical problems while
Contents
7th grade
Numbers and calculations


strengthening basic calculation skills
natural numbers, whole numbers, rational
numbers, real numbers
 opposite numbers, absolute values,
reciprocals
 time calculations, time intervals
 prime numbers, division of numbers into
Themes
7th grade
Learning to learn
- basic concepts of geometry
- the concept of variable
- prime numbers and prime factors
- basic calculations
- use of a calculator
- search and use of different
problem-solving methods
Guiding questions connecting different
subjects
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justifying his/her approach and results.
The student will be able to read and
draw up different tables and graphs.
The student will get to know the
concept of function and find out about
equation solutions. The student will be
capable of evaluating the sensibility
and reasonableness of the result. The
student will work perseveringly and
with concentration, alone or in a group.






prime factors, rules for divisibility of
numbers
reduction of fractions, conversion of
fractions to higher terms, and presentation
of decimal numbers as common fractions
multiplication and division with decimal
numbers and fractions
reduction of expressions
strengthening the concept of percentage,
percentage calculation
rounding and estimation; using a
calculator
powers using whole-number exponents
Geometry







How to study in Ressu?
How to assume the responsibility
for my own study?
Environments
- relation
- powers
using
exponents
whole-number
Guiding questions connecting different
subjects
- How does a human being make
use of one's environment and how
does he/she function within it?
- The solar system
Human ingenuity
- plane geometry
relationships between angles
concepts related to triangles and
Guiding questions connecting different
quadrangles
subjects
the coordinate system and congruence
- How creativity and inventiveness
descriptions: reflections, rotation, and
are shown in different study
transformation
subjects?
regular polygons
the circle and related concepts
Health and social education
calculating the perimeter and area of plane
- strengthening the concept of
figures
percentage
- percentage calculations
Algebra

-
arithmetic and geometric number
sequence
function machine
Guiding questions connecting different
subjects
- How to mediate and interpret
messages?
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

the concept of variable, calculating the
value of an expression
simple expressions and their reduction
Community and service
- time calculations and intervals
Guiding questions connecting different
subjects
- From ideas to deeds – what are an
individual's chances to influence
matters?
8th grade
Learning to learn
- polynomials
- equations
- Presenting of a justified answer
mathematically
Guiding questions connecting different
subjects
- How to illustrate abstractions?
8th grade
Thinking skills and methods

activities which require logic thinking:
Environments
- proportionality
- similarity
- trigonometry
Guiding questions connecting different
subjects
- How to learn in the immediate
environment and how to learn
about the immediate environment?
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




8th grade
The student will be able to solve first
degree and simple second degree
algebraic equations and reduce
algebraic expressions and polynomial
calculations. The student will master
the concept of percentage in a variety
of ways. He/she will be able to create
classification, comparison, organization,
measurement, construction, modelling,
finding rules and correlations and
presenting them.
interpretation and use of concepts needed
in comparisons and correlations
production and interpretation of
mathematical texts
basics of proof: justified guesses and
experiments, a systematic trial-and-error
method, proving false, direct proof
use of tools and drawings that assist
thinking
history of mathematics
-
What is sustainable development?
How do we perceive Finns as part
of Europe?
Human ingenuity
- the concept of root, square-root
calculations
- understanding the concept of
interest in the planning of one's
own finances
- Pythagorean theorem
- the circle and π
Guiding questions connecting different
subjects
- How do research and technology
help humans?
Discrete mathematics
Health and social education



Guiding questions connecting different
subjects
- In what kind of social network do I
live?
set theory, Venn diagram
logic, Boolean algebra
trees, algorithms
Algebra



expression and its reduction
exponential expression and its reduction
the concept of root, square-root
calculations
 the concept of polynomial; addition,
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an equation out of a simple problem
related to everyday life and solve it
algebraically. The student will be able
to calculate the perimeter and area of
typical geometric forms and also
knows how to apply them. The student
will be capable of solving parts of
plane figures by using the
Pythagorean theorem, trigonometry or
symmetry and can apply them in the
solution of problems faced in everyday
life.






subtraction and multiplication of
polynomials
the concept of variable, calculating the
value of an expression
equation, inequality, domain, solution set
solving a first-degree equation and
percentage calculations
solving an incomplete quadratic equation
direct and inverse proportionality
investigation and forming of number
sequences
Geometry




similarity and congruence
geometric construction
Pythagorean theorem
relationships between the triangle and the
circle
 trigonometry and solving the right triangle
9th grade
Functions

observing correlation and presenting it by
means of variables
 the concept of function
 presenting a set of coordinates in a
coordinate system
9th grade
Learning to learn
- naming of objects
- pairs of equations / inequalities
Guiding questions connecting different
subjects
Environments
- inverse proportionality
Guiding questions connecting different
subjects
- How to support sustainable
development with one's own
selections and actions?
Human ingenuity
- Space geometry
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
interpreting simple functions and drawing
their graphs in a coordinate system
 investigating the graph of a function: the
function's null point, largest and smallest
value, increase, and decrease
 the linear function
 pairs of equations and their resolution
algebraically and graphically
Geometry


naming and classification of objects
calculating the volume and surface area of
an object
Probability and statistics



the concept of probability
frequency and relative frequency
determining the average, mode, and
median
 interpretation of diagrams and dispersions
 gathering and adapting information, and
presenting it in a usable form
Grades 7-9
Guiding questions connecting different
subjects
- Why and how do humans utilize
science?
Health and social education
- statistics
- correlations
- Games, gambling and
correlations
gaming
Guiding questions connecting different
subjects
- What is it like to be a young
person in today's world?
Community and service
- observing correlations, the concept
of function
- the concept of probability /
combinatorics
- statistics
Guiding questions connecting different
subjects
- What kinds of communities are
there in today's world?
Thinking skills and methods

activities which require logic thinking:
classification, comparison, organization,
measurement, construction, modelling,
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




finding rules and correlations and
presenting them.
interpretation and use of concepts needed
in comparisons and correlations
production and interpretation of
mathematical texts
basics of proof: justified guesses and
experiments, a systematic trial-and-error
method, proving false, direct proof
use of tools and drawings that assist
thinking
history of mathematics
9th grade
The student will learn to apply various
thinking processes and methods on
information acquisition and to express
one's thoughts unambiguously and to
justify one's actions and deductions
mathematically. The student will be
able to calculate the volumes and
areas of objects also by using the
Pythagorean theorem and
trigonometric functions. The student
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will be able formulate the expression of
linear function, draw its graph and
interpret it; can use pairs of equations
to solve simple problems and
understands the importance of
probability and randomness in
everyday life.
Work methods: Diverse work methods in accordance with the idea of constructive learning, where the production of independent
thinking, own tasks and solutions form a central part of the learning process.
Assessment:
Assessment in mathematics is based on continuous observation of class work, home work and exams. To progress to a higher
grade, it is required that the student masters the core contents of his/her current grade at least adequately. To be graded adequate
in a subject, the student must have written evidence of his/her class work and home work and he/she must participate in exams.
Final assessment criteria for a grade of 8
Thinking skills and methods
The student will
 notice the parallels and regularities between different cases
 know how to use, in his/her speech, logical elements such as: and, or, if then, exist, does not exist
 know how to judge the truth of simple propositions
 know how to transform a simple problem in a text form to a mathematical presentation form of presentation, make a plan for
the solution of the problem, solve it and check the correctness of the result
 know how to use classification in solving mathematical problems
 know how to systematically present possible alternative solutions using a tree diagram, path diagram, or other diagram.
Numbers and calculations
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The student will know how to
 estimate a possible result and prepare a plan to find an answer to a calculation, and will have reliable basic calculation skills
 raise a number to a natural-number power and divide a number to its prime factors
 solve problems in which a square root is needed
 use proportion, percentage calculations and other calculations to solve problems faced in everyday life.
Algebra
The student will know how to
 solve a first-degree equation
 reduce simple algebraic expressions
 perform calculations of powers
 formulate a simple equation concerning a problem related to everyday life and solve it algebraically or by deduction
 use pairs of equations for solving simple problems
 evaluate the logic of a result and examine the different phases of their solution.
Functions
The student will
 know how to determine the coordinates of a point in a coordinate system
 know how to prepare a table from number pairs according to the rule given
 know how to look for the null point of a linear equation
 know how to continue a number sequence according to the rule given and be able to verbally describe the general rule for a
given number sequence
 know the meaning of the constant and slope of a line equation; know how to determine the point of intersection of two
straight lines by drawing them.
Geometry
The student will know how to
 recognize different geometric forms and will know their properties
 apply what he/she has learned of ways of calculating circumference, area, and volume
 use a compass and ruler to make simple geometric constructions
 find similar, congruent, and symmetrical figures and be able to apply this skill in investigating the properties of triangles and
quadrangles
 apply the relationships between two angles in simple situations
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

use the Pythagorean theorem and trigonometry to solve the parts of a right triangle
perform measurements and related calculations and convert the most common units of measurements.
Probability and statistics
The student will know how to
 determine the number of possible events and organize a simple empirical investigation of probability; understand the
meaning of probability and randomness in day-to-day situations
 read various tables and diagrams and to determine frequencies, average, median and mode from the given material.
9.3.1.4 Science
In Ressu Comprehensive School the study adheres to the international IB educational programmes. Grades 5–9 follow the MYP programme, where general
objectives have been set for each subject group.
MYP science subjects aim to develop scientifically knowledgeable, caring and responsible individuals who can think critically and
make educated choices concerning oneself, environment and community.
Goals
The goal of the instruction in science subjects is to encourage and give the student an opportunity to:

develop investigative thinking and curiosity towards science and nature
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





acquire knowledge, conceptual understanding, and problem-solving skills and learn to make scientifically logical decisions in
natural science and in other contexts
develop the skills in scientific research to plan and realize scientific investigations and evaluate scientific materials to draw
conclusions
express ideas in natural science, propose justifications and describe practical research in the area in a variety of ways
solve problems with the help of analytical, critical and creative thinking and evaluate justifications and draw conclusions both
in science and other contexts
appreciate the utility and limitations of science and its applications in the development of technology
understand the international nature of science and the interdependency of science, technology and society, including the
social, economic, political, environmental, cultural and ethical benefits, limitations and effects of science
to demonstrate one's fine attitude and develop honesty and respect towards oneself, others and the environment
Objectives
The following objectives are directly tied up with the assessment criteria A–F in science.
A One world
The objective is to give the student an opportunity to understand the dependency between science and society. The student should
be aware of the global dimensions of science as international activity which affects our lives in questions of society, economy,
politics, environment, culture and ethics.
Once the course program has been completed, the student should be able to:
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



describe and tell about the ways in which science is applied and used in solving local and global problems
describe and estimate the benefits, limitations and applications of science, including their effects on life and society
describe how science and technology are connected and how they help each other in development and in applications of
technology
describe how science and its applications are connected to questions of society, economy, politics, environment, culture and
ethics.
B Communication in science
The objective is to enable the student to develop his/her communication skills in natural science. The student should understand
scientific information, including statistics, ideas, justifications and research, and communicate by using suitable scientific language
in a variety of manners.
Once the course program has been completed, the student should be able to:





communicate in natural science using a diverse language
use a suitable manner of communication
present information in a variety of ways, referring to sources as needed
handle knowledge and materials honestly while being respectful towards the sources
use, when required, a diversity of information and communication technology skills to be able to obtain information and to
deal with and present the results
C Knowledge and understanding of science
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The objective is to give the student an opportunity to use the central bases and concepts of science when solving a problem, both in
familiar and unfamiliar situations. It is expected that the student develops his/her critical viewpoint while keeping the eye on the
results as well as evaluates the reliability of scientific knowledge.
Once the course has been completed, the student should be able to:



recognize and remember scientific knowledge
explain scientific knowledge and apply it on problem-solving in familiar and unfamiliar situations
analyze scientific knowledge by identifying its components, interaction relations and structures both in experimental data and
on the level of ideas
examine and evaluate scientific information from different sources (Internet, newspaper articles, television, scientific reports
and publications) and assess its reliability

D Scientific inquiry
The objective is to enable the development of scientific research skills, with the help of which the student can plan and realize
scientific investigations.
Once the course has been completed, the student should be able to:



define a research question that can be tested scientifically
formulate a hypothesis based on scientific reasoning
plan a control study which includes the necessary materials/tools, methods, definition of the data to be collected and
proposals for its analysis
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

asses the reliability and/or suitability of the method used
propose improvements to the methods
E Processing data
The objective is to develop skills with which the student collects, organizes and handles data. The student should be able to collect
numerical data and convert it into a graphical presentation format. The student should be able to analyze and interpret data and
state the conclusions that are the most clear.
Once the course has been completed, the student should be able to:





use appropriate measurement units in the collection and storage of data
collect numerical data and convert it into a graphical presentation format, including the mathematical calculations and the
visual presentation (tables, graphs and diagrams)
present data in different ways, using appropriate modes of communication and presentation (measurement units)
analyze and interpret data, observing tendencies, structures and mutual effects in the data
draw conclusions based on scientific explanations and make justified interpretations about the handling of data
F Attitudes in science
The objective is that
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During the course the student should:



conduct scientific investigations using materials and techniques safely and skilfully
work as an active member of a group, cooperating, considering and encouraging others, and guarantee a safe working
environment
show respect towards oneself and others and act responsibly towards both living and non-living environment
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9.3.1.4.1 ENVIRONMENTAL AND NATURAL STUDIES
Introduction
Environmental and natural studies comprise biology, geography, physics, chemistry and
health science. As a subject, Environmental and natural studies provides one with the
materials to know oneself and the natures. It educates the student to make him/her to take
responsibility of the environment and forms the basis for ecological and global thinking.
The instruction aims to implement many of the principles of observation, concreteness,
experience and problem solution.
Tolerance and multiculturalism are paid account to in the instruction.
Common objectives for grades 1–4
The student will
 learn to make observations and know the nature and built environment
 become familiar with environmental phenomena and regularities and with the
cause-and-result and interaction relationships affecting the environment
 understand to be part of the nature and with his/her actions and selections affect
the environment
 use observation devices and other study aids independently or in a group
 obtain information also from pictures, books and electronic information sources
 learn to act safely at school, in local environment and in traffic.
 learn health promoting ways to act
Our school is located in the Helsinki City Centre The student's living environment includes
the culture-historically important buildings and parks of the capital city. The vicinity of the
ocean makes it possible to find out about the nature of a seashore environment.
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1st grade objectives: areas of emphasis
Organisms and living environments
The student will
 be able to observe nature's special
features, distinguish between the
organisms of the local environment
and learn to observe nature in
different seasons
 know to recognize various living
environments
Local environment, home region, and the
world as a whole
 be able to observe his/her own local
environment
 know the concepts and phenomena
related to seasons and times of day
1st grade: key contents
Organisms and living environments

 living and non-living
 plants and animals
seasons from the plants' and animals'
perspectives
 forest, park, sea, and built
environment
Local environment, home region and the
world as a whole
 school environment, school yard,
school journey
map rudiments, seasons, times of

day, clock times
Chemical and physical phenomena in the Chemical and physical phenomena in the
environment
environment

 different substances and materials
 find out about the substances of the
(e.g., water, air, wood, paper, glass,
environment and learn to examine
and metal)
them
 material phases
 find out about the use of electricity
 burning, reasons for it, and fire safety
 use and safety of electrical devices
Human health and safety
 find out about the human
development and healthy living habits
 learn to move around in traffic
Human health and safety
 the growth and development of one's
own body, things promoting health
 traffic instructions for pedestrians
 practice acting in danger situations
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
find out about safe operation models
in different situations
 learn to tolerate differences
 practice acting in danger situations
2nd grade objectives: areas of emphasis
Organisms and living environments
The student will
 be able to observe natures' special
features
 recognize and examine organisms in
the local environment
 learn to recognize and examine
various living environments
 learn to know the lifespan of products
and materials
 know where to obtain food
Local environment, home region and the
world as a whole
 learn what is the cause of times of
day and seasons
 find out about celestial bodies and
the earth as a human living habitat
 learn the concepts of weather and
learn to observe changes in the
weather
Chemical and physical phenomena
 investigate magnetism

physical and psychological wellbeing:
own wellbeing and that of others
 solution models for conflict situations
2nd grade: key contents
Organisms and living environments
 plant, fungal and animal species
 park, lakeshore, seashore, built
environment and species typical of
them
 origin of food and its production
 composting and recycling
 plant and animal products
Local environment, home region and the
world as a whole
 clock times, times of day
 months
 solar system and planets, the Sun's
importance
 seasonal variations and weather,
changes in weather conditions
 map, Finland's location on planet
Earth
Chemical and physical phenomena
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


find out about the creation of
electricity and its use
find out about light/sound as a
phenomenon
Human health and safety
learn to look after one's own health
 learn to move around in traffic
 learn to tolerate differences
 learn to obey common rules and
regulations
 attraction and repulsion
use of electricity, safety, and
economizing
light/shadow, production of sound


Human health and safety
 own health and way of life
 traffic rules for the pedestrian and the
bicyclist
 prevention of violence and bullying
 solution models for conflict situations
 education for moral behaviour (e.g.,
honesty, right and wrong)
3rd grade's objectives: areas of emphasis
3rd grade, key contents:
Organisms and living environments
The student will
 learn how to recognize species in the local area
 learn to classify organisms based on their properties
Organisms and living environments
Local environment, home region and the world as a whole
The student will
 learn to observe differences in landscapes
 learn to read maps and draw up simple maps of the
immediate environment
 learn to discern his/her home region as a part of
Finland
 learn to act in a way that protects the environment




living environments in the local area
plants and animals in the local area
vertebrate – invertebrate, living – lifeless
propagation of organisms
Local environment, home region and the world as a whole







main features of the terrain
map colours, map symbols and the bar scale
cardinal points
Finland as a nature-geographical area
Finland as a state
protection of one's own immediate environment
waste separation
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Chemical and physical phenomena in the environment
Chemical and physical phenomena in the environment
The student will
 learn to observe and describe the phenomena in the
environment
 get to know simple research instruments
 know how to explain the operation of simple devices
Health and security
The student will
 learn to act safely and can protect oneself in the
environment
 learn psychological and physical self-knowledge
 learn operation models related to health
4th grade's objectives: areas of emphasis





water as a prerequisite for life
phases of water
weather observations
measuring temperature
simple devices: lever, wheel, spring
Health and security






security in one's own neighbourhood
traffic instructions for students
mental wellbeing
respect for physical inviolability
typical children's diseases
daily habits and customs contributing to good health
4th grade, key contents:
Organisms and living environments
Organisms and living environments
The student will
 recognize species in the immediate environment
 shores as ecosystems
 know how to classify organisms and phenomena based
 the most typical plant, fungal and animal species in our
on their properties
shores
 learn to observe the features of the changing of the
 guided collection of plants
seasons
 the importance of light, water and temperature for
 understand how substances circulate in nature
organisms
 get to know agriculture as a means of livelihood
 adaptation of organisms
 find out about production of foodstuff
 food chain
 farmhouse plants and animals
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Local environment, home region and the world as a whole
The student will
 examine the globe as place for humans to live
 learn to understand the connection between the terrain
and the map
 learn to discern Finland as a part of Northern Europe
 get to know the Northern European states and their
characteristics
 learn to act in a way that protects the environment
Chemical and physical phenomena in the environment
The student will
 understand and be able to describe the phenomena of
the environment
 learn to use simple research instruments
Health and security
The student will
 learn to choose alternatives that promote safety
 practice acting in emergency situations
 learn to avoid bullying
 know important operation models concerning
psychological and physical health


source of food
Local environment, home region and the world as a whole






the globe
longitudes and latitudes, continents and oceans
ordnance survey map
The Nordic countries and the Baltic region as naturegeographical and state areas
recycling
waste separation and reduction
Chemical and physical phenomena in the environment




properties of water and air
water cycle
phenomena related to light, sound and heat
magnetism
Health and security






hazardous situations at home and at school
traffic instructions for students
simple emergency measures, getting help
acting in conflict situations
individual's right for physical inviolability
life habits promoting and maintaining health
Work methods in grades 1–4
activeness, observation, classification, investigation, measurement, comparison,
discussion
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
games, plays, drama, building and planning things, drawing, projects, trips and
visits
During study, observation devices and investigation aids are used at classes and on the
field.
Assessment in grades 1–4
Assessment is continuous in environmental and natural studies. It is primarily based on the
teacher's observation in learning situations. In these situations, the development of the
student's work skills as well as his/her activeness and interest in observational and
investigational situations are taken into account.
In addition to the above, the assessment targets the development of the student's
cooperation and self-evaluation skills and different achievements and examinations.
The student will get feedback about his/her learning and work during lessons.
The parent or the guardian will receive information about the child's activities, development
of his/her work skills and progress in assessment discussions and in intermediate and
school year reports.
Assessment:
Assessment is continuous in environmental and natural studies. It is primarily based on
follow-up by the teacher in learning situations and on different achievements by the
student.
The assessment pays attention to the student's activeness and interest and to his/her
capacity to draw one's own conclusions by using natural science concepts as help. Also
the development of cooperation and self-evaluation skills is taken into account.
During school terms, the parent or other guardian will get feedback about the student's
progress in assessment discussions and, at the end of school terms, in writing.
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9.3.1.4.2 BIOLOGY AND GEOGRAPHY
Introduction
Biology and geography as a study subject gives materials for self-knowledge and the knowledge of nature and educates
one to take responsibility of the environment and thus forms the basis for ecological and global thinking. Instruction in
biology and geography also includes instruction in health science. The instruction aims to implement the principles of
observation, concreteness, investigation and emotional experience.
Common objectives for grades 5–6
The student will





learn to move about in nature and investigate the environment while deepening his/her knowledge about nature and its
phenomena
learn to protect nature and act in environmentally friendly ways
learn to know oneself as a human being and as a part of nature
understand the interaction of nature and the human being on the earth
get to know the world's different areas and learn to view foreign countries and cultures positively, at the same time expanding
his/her view of the world
Biology
Biology
Biology and geography
5th grade, key objectives
5th grade: key contents
Themes on the 5th grade
The student will

get to know about species in many
different ways



forest and swamp as ecosystems
utilization of forests
birth of the planet Earth and the
development and classification of
Approaches to learning
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





identify and classify organisms
know how the Earth and its
population have emerged
learn human physiology
understand physical and
psychological changes related to
puberty
learn to move about in nature in a
responsible way
get to know about nature protection






Geography
populations of organisms
the human being: structure of the
human body, main vital functions
and reproduction
adolescence
taking care of one's own
psychological and physical health
rights and responsibilities related to
the age groups
everyman's rights and
responsibilities
nature protection, endangered
species
5th grade, key objectives
The student will






perceive Europe as a part of our
world
get to know the main terminology
about Europe
find out about Europe's climatic and
vegetation zones and its animals
discern Africa as a continent
get to know the main terminology
about Africa
find out about Africa's climatic and
vegetation zones and its animals
Geography

Moving around in nature

Making observations

Research skills
Guiding questions connecting different
subjects

How to study different subjects?

How to acquire knowledge and apply
it?
Environments
 protection of nature and
environmentally friendly attitude

interaction of the human being and
nature on the earth

Different living environments,
Europe and Africa
5th grade: key contents





Europe on the world map and
Europe's map view
Europe as a nature-geographical
area
Europe's states and people
Africa as a nature-geographical
area
Africa's vegetation stones, states
and people
Guiding questions connecting different
subjects

What kinds of living environments do
humans have?

How does a human being make use
of one's environment?

How to live taking others into
consideration?
Biology
Biology
6th grade: key objectives
Human ingenuity
 Structure of a human being
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The student will





learn how the energy required by
organisms is created and how it
circulates in nature
learn how organisms reproduce
get to know about the biology in
agriculture
learn healthy living habits
understand the importance of the
diversity of nature
Geography
6th grade: key contents









Geography
Community and Service
 Multiculturalism
6th grade: key contents
Guiding questions connecting different
subjects

6th grade: key objectives
The student will




visualize the world map and know
its main designations and concepts
perceive the world's climatic and
vegetation zones and understand
their significance in relation to living
conditions
visualize Asia and Australia as
continents
get to know the main terminology
related to Asia and Australia
Health and Social Education
photosynthesis and food chain
 Adolescence and growth as a
reproduction of animals and plants
human being
source of food and its production
 responsibility for one's own
garden care and its products
wellbeing
intoxicants and their harmful effects
Guiding questions connecting different
looking after one's own health
subjects
Finland's nature protection areas
endangered species
 How do I look after myself?
products' life cycle





continents, oceans, the largest
mountain ranges and rain forests
and desert areas
longitudes and latitudes, time
zones
the Earth's climatic and vegetation
zones
Asia and Australia on the world's
map, the map view of Asia and
Australia
Asia and Australia as naturegeographical areas
Asian states and people and
Australia's special features

How do communities regulate
people's lives?
Biology and geography
Themes in grade 6
Approaches to learning
 Making observations

Research and knowledge acquisition
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skills
Guiding questions connecting different
subjects

How do I learn how to learn?
Environments
 protection of nature and
environmentally friendly attitude

Different living environments; Asia,
Oceania; Australia, oceans

the Earth's climatic and vegetation
zones
Guiding questions connecting different
subjects

How energy is distributed on the
earth, and how living environments
differ from each other?

How do I learn to act responsibly in
the environment?
Human ingenuity
 Human adaptation to different life
conditions
Guiding questions connecting different
subjects

How humans have adapted to
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different living circumstances and
created different cultures?
Health and Social Education
 Impact of food on wellbeing

Intoxicants
Guiding questions connecting different
subjects

How to live in a healthy way?
Community and Service
 Multiculturalism
Guiding questions connecting different
subjects

How humans act as members of
communities?
Work methods in grades 5–6








activeness
observation, classification, investigation
measurements, comparisons
discussion, contemplation
games, plays, drama
construction, drawing
projects
trips and visits
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During study, observation devices and investigation aids are used at classes and on the field.
Assessment in grades 5–6
In biology and geography, assessment is continuous. It is based on the follow-up by the teacher in learning situations and on
different achievements by the student and on exams he/she has participated in.
The assessment pays attention to the student's activeness and interest in hobbies and to the development of cooperation and selfassessment skills. The assessment is also affected by his/her capacity to draw one's own conclusions by using natural science
concepts as help.
In the assessment for the sixth grade, note is also taken of the student's good performance.
During school terms, the parent or other guardian will get feedback about the student's progress in assessment discussions and, at
the end of school terms, in writing. In addition, the student will get feedback about his/her learning and work during lessons.
Description of good performance at the end of the 6th grade
Nature study skills
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The student will
 know how to move about in nature and how to observe and investigate nature
 know how to describe simple investigations that he/she has performed concerning nature and the rest of the environment and
how to explain the results
 identify the most common plant species and know how to collect plants from the immediate environment in accordance with
instructions
Organisms and living environments
The student will





know the different vertebrate groups and identify the most common mammals, birds and fishes and know how to give examples of
how animals adapt to their environment
know that green plants produce their food themselves, by photosynthesis
know how to explain the main principles of the food chain, with the aid of an example
understand and be able to provide examples of why and how human beings depend on nature; be able to explain the source of
basic foods
be able to give examples of how the immediate natural environment and the residential environment can be preserved and
protected.
The human being
The student will




know how to describe basic aspects of the structure and vital functions of the human being
know how to examine changes linked to his/her own growth and development; know how to explain puberty and changes in
sexual development in girls and boys and how to give examples of the individual manifestation of those changes
be able to give examples of how emotional expression can be regulated, and of how things can be examined from the perspective
of other people, too; know how to describe, with examples, how people differ in their expression of emotions
know the rights and responsibilities specific to his/her age group
Map skills
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The student will



know how to look, in an atlas, for places he/she has studied; make good use of map symbols and scales when reading a map and
know how to interpret various maps
know how to interpret statistics, diagrams and pictures, as well as information transmitted by electronic media and how to critically
evaluate different information sources
know how to draw up simple maps and diagrams by him/herself
Europe as part of the world
The student will

know the main features of Europe's states and their capitals and be able to describe the variation of natural conditions and human
activity in Europe
Diversity of human life and living environments in the world
The student will




know the key designations of the world map – continents, oceans, largest mountain ranges, as well as rain forests and desert
areas
know that the world has different climatic and vegetation zones; know how to give examples of how different climatic conditions,
such as temperature and amount of precipitation, affect human activity, especially agriculture and residential living, in different
zones; know how to describe human life in different types of environment
know how to give examples, from different regions, of how human activity, such as construction of cities, industrial construction,
overgrazing and gathering of firewood have caused changes in the environment
know how to identify features of his/her own and foreign cultures
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Biology in grades 7–9
Introduction
The goal of biology instruction is to extend the student's knowledge of living nature and the nature of biological knowledge, as well as
guide him/her to the way of thinking, knowledge acquisition and use, in various situations, that is characteristic of natural science.
Study of biology offers the student an opportunity to observe and investigate nature, draw conclusions and contemplate the
significance of the things and research results observed. Biology develops the student's environment reading skills and knowledge
acquisition skills, gives practice in organizing data and information, and helps in finding interdependencies and perceiving wholes.
Common objectives
In biology instruction, the subject of the study is life, its phenomena and prerequisites for it. The instruction is to develop the student's
knowledge of nature and guide him/her to understand the basic phenomena of nature. The objective is that the students are also
introduced to evolution, the basics of ecology, as well as the structure and vital functions of the human being. In biology instruction,
the student is guided to pay attention to interdependencies between humans and the rest of the nature, and human responsibility in
the protection of nature's diversity is emphasised.
Biology instruction is based on inquiry-based learning and develops the student's thinking in natural sciences. The objective of the
instruction is to give the student the ability to observe and investigate nature. As far as possible, the instruction is provided so that the
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students will have positive experiences of nature study, their environmental awareness will develop and their desire to preserve living
environments and life's various forms will grow.
Objectives
Contents
Themes
7th grade
7th grade
7th grade
The student will learn:
Approaches to learning
e
ecosystem, its species and their
interdependencies and about
classification of its organisms
-
research methods in biology
biodiversity and take a positive stance
towards its preservation
the basic unit in biology
scern the structure and operation
of ecosystems
in nature and at class
microscopy
exact scientific concepts and their
use
species identification
Guiding questions connecting different
subjects
-
How to study in Ressu?
Environments
tion to factors endangering
aquatic environments and to protection of
waters
-
ecosystems
adaptation of organisms to the
environment
knowledge of species
nature protection
the state of the environment,
observation of the immediate
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environment
Guiding questions connecting different
subjects
-
Do I know my immediate
environment?
Human ingenuity
-
How are biological phenomena
investigated?
Guiding questions connecting different
subjects
How can you see ingenuity in different
subjects?
-
How creativity and inventiveness are
shown in different study subjects?
Health and social education
-
biotechnology, ethical questions
dealing with environmental problems
Community and service
-
the state of the environment
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-
sustainable development
Guiding questions connecting different
subjects
-
From ideas to deeds – what are an
individual's chances to influence
matters?
Objectives
Contents
Themes
8th grade
8th grade
8th grade
Approaches to learning
The student will learn
forest species and forest types, plant
collection, introduction to forestry and
plant cultivation
characteristic to life
ements for
growth
ironmental changes in forest
ecosystems
forests and factors affecting them
structure and vital functions
-
microscopy
exact scientific concepts and their
use
Guiding questions connecting different
subjects
-
Me as a researcher
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those behind economic forestry
he main groups of organisms
and understand the importance and
significance of biodiversity
Environments
biodiversity
– change and
permanence
-
Climate change
sustainable development
nature protection
recycling
origin, development and
organization of populations
Guiding questions connecting different
subjects
-
What is sustainable development?
How do we perceive Finns as part of
Europe?
Human ingenuity
-
biotechnology
How are biological phenomena
investigated?
Guiding questions connecting different
subjects
-
How can do research and
technology help humans?
Health and social education
-
special characteristics of human
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species
Community and service
-
the state of the environment
observation of immediate
environment
biotechnology
Guiding questions connecting different
subjects
-
What are the consequences of our
actions?
Objectives
Contents
Themes
9th grade
9th grade
9th grade
The student will learn
functions of the human being, as well as
factors affecting human health
ction and sexuality
vital functions of the human being
Approaches to learning
-
history of nature protection
the basics of hereditary science
Guiding questions connecting different
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factors maintaining the internal balance of
the organism
different manifestations and the principles
of reproduction
heredity
olution
subjects
otechnology
-
How to evaluate and reflect upon
one's own learning?
Environments
-
observation of immediate
environment
sustainable development
for hereditary information
applications
Guiding questions connecting different
subjects
-
How to be active for one's own
neighbourhood?
How to support sustainable
development with one's own
selections and actions?
Human ingenuity
Guiding questions connecting different
subjects
-
Am I an individual who acts
ethically?
Health and Social Education
-
Human anatomy, physiology, growth
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-
-
biology of sexuality
the effect of the genome and the
environment on individual's
characteristics
human life course
special characteristics of human
species
Guiding questions connecting different
subjects
-
What is it like to be a young person
in today's world?
How do my decisions influence the
world?
Community and Service
-
biotechnology
Guiding questions connecting different
subjects
-
How to learn to engage actively as a
member of my communities?
Work methods: Instruction led by the teacher, independent work, group work and its presentation, work using the microscope,
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laboratory activities and hands-on investigation of samples, cross-country trips and sampling, tasks at home and at school
Assessment: The assessment of knowledge and skills in biology is based on class work, exams and different work demonstrations.
The student's initiative, enterprise and ability to cooperate are taken into account in the assessment. The final assessment is based
on the criteria for final assessment issued by the Finnish National Board of Education.
Final assessment criteria for a grade of 8
Biology study skills
The student will know how to
ance with the instructions given and collect plants as directed
-scale investigations independently
Nature and ecosystems
The student will know how to
fy plant, animal and fungal species in the
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immediate natural environment
-scale investigations of forest, aquatic and marsh ecosystems
he
principles of the sustainable use of forests
Life and evolution
The student will know how to
rtance from the standpoint of population
uction of plants, animals, fungi and microbes
ution and the change and permanence related to it
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The human being
The student will know how to
atures of the structure and operation of the human being's most important tissues, organs and systems
ntaining the internal balance of the organism
gnancy and birth
f DNA as a store for hereditary information
The common environment
The student will know how to
lopment and the importance of environmental protection and the preservation of biodiversity
-scale investigations on the state of one's own living environment
urnish examples of how one can act in
accordance with the principles of sustainable development
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Geography in grades 7–9
Introduction
Instruction in geography guides the student to examine the world as a living environment in which changes, both independent of
human influence and due to human influence, take place. Geography instruction leads the student to consider the cause-and-effect
relationships of the nature-geographical, cultural and economic phenomena in the world.
Common objectives
In geography instruction the subject of the study is the world, its different regions and phenomena and the interaction between
people and the environment from local to global level.
The instruction must develop the students' world view and their ability
to examine natural, built and social environments. The instruction is to guide the student in following current events in the world and
in evaluating their impact on nature and human activities.
The geography instruction is provided so that the students' cultural knowledge increases and their ability to understand the diversity
of human life and living environments around the world increases. Instruction in geography has to serve as a bridge between naturalscience and social-science thinking.
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The objective of instruction in geography is to guide the students to examine the cause-and-effect relationships of the natural
science, cultural, social and economic phenomena that occur in the world. Geography instruction must support the students' growth
as active citizens committed to a sustainable way of life.
Objectives
Contents
Themes
7th grade
7th grade
7th grade
The student will learn to
-geographical distribution
and the geographical distribution of
cultures; comparison between industrial
and developing countries
Approaches to learning
use other geographic sources of
information
conditions, human activity and cultural
regions, distances between them and their
features; these regions' environmental
dimensions
and developmental problems and the
possibilities to solve them
events on the earth and the backgrounds
of nature-geographical phenomena
-
Guiding questions connecting different
subjects
-
How to study in Ressu?
Environments
-
cultures, to understand them and to take a
positive stance towards them
study of basic methods in
geography, e.g., working with maps
-
the planet's internal and external
events
origin of the planet Earth
Guiding questions connecting different
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subjects
-
The solar system
Human ingenuity
-
working with maps
Guiding questions connecting different
subjects
-
How creativity and inventiveness are
shown in different study subjects?
Community and Service
-
continents and different cultures
internationality
Guiding questions connecting different
subjects
-
Why is it important
differences?
to
accept
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Objectives
Contents
Themes
8th grade
8th grade
8th grade
The student will learn to
and diagrams and look for information
from various sources
and other factors shaping the landscape
teraction between
natural and human activity in Europe;
know the reasons that guide the location
of human activities
Approaches to learning
Guiding questions connecting different
subjects
future of Europe
pe's natural resources;
Europe's environmental and development
questions and their possible solutions
Environments
-
Europe's geography
Guiding questions connecting different
subjects
-
How do we perceive Finns as part of
Europe?
Human ingenuity
-
European cultures
Guiding questions connecting different
subjects
-
How are different cultures born, and
how to understand them?
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Community and Service
-
human mobility
Guiding questions connecting different
subjects
-
How do we influence?
Objectives
Contents
Themes
9th grade
9th grade
9th grade
The student will learn
Approaches to learning
conditions
-
interact, and the factors that guide the
location of human activities
related concepts
cultures
Interpretation of figures and
diagrams, e.g. interpretation of the
traces of the Ice Age
Environments
-
Finland's geography
the Ice Age
different environments
the Baltic Sea
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Guiding questions connecting different
subjects
-
How to be active for one's own
neighbourhood?
What is global environment and how
has it changed during time?
Human ingenuity
Guiding questions connecting different
subjects
-
Am I an individual who acts
ethically?
What can Finnish culture offer to us
and to other cultures?
Health and Social Education
-
sustainable development
Guiding questions connecting different
subjects
-
How do my decisions influence the
world?
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Community and Service
-
means of livelihood in Finland
Finland as part of the world
Europe and the EU
Guiding questions connecting different
subjects
-
What kinds of communities are there
in today's world?
Work methods
Instruction led by the teacher, independent work, group work and its presentation, individual tasks at home and at school, working
with maps
Assessment
The assessment of knowledge and skills in geography is based on class work, exams and different work demonstrations. The
student's initiative, enterprise and ability to cooperate are taken into account in the assessment. The final assessment is based on
the criteria for final assessment issued by the Finnish National Board of Education.
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Final assessment criteria for a grade of 8
Geographic skills
The student will know how to
- look, in maps and atlases, for places he/she has studied and make good use of map symbols and the map scale
- interpret physical maps, thematic maps, photographs and statistics and utilize news sources and information from data networks
- visualize geographic information with the aid of maps and drawings
- compare climate diagrams and population pyramids for different regions and draw a climate diagram him/herself on the basis of
statistical information
Analysing the world
The student will know
- the basics of natural science's world view
- how to visualize and analyse the world and recognize the basic geographical features pertaining to natural science and culture in
different continents
- how to apply the geographical knowledge acquired to the analysis of current news information from different sources and locate the
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news scenes on the world map.
- the impact of planetary events on the world's living conditions
Analysing Europe
The student will know how to
- depict natural conditions and human activity in Europe's different regions and recognize Europe's scenic and cultural wealth
- compare Europe to other continents and understand that Europe interacts with other regions of the world.
Analysing Finland
The student will know how to
- explain how Finland's natural landscapes have taken shape and how natural conditions have influenced human activity in Finland's
different regions
- depict and analyse the regional features and location of settlement and business activity in Finland
- analyse the features of Finland's constructed environment; recognize what valued cultural and traditional landscapes are
- explain how every citizen in Finland can influence the planning and development of his/her own living environment
- plan and carry out small-scale studies of the natural and built environment in his/her own home region
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- recognize the features of his/her own culture and will know the minority cultures in Finland and nearby regions
- depict how Finland interacts with its neighbouring regions, the rest of Europe and the rest of the world.
The common environment
The student will know how to
- approach problems from different viewpoints
- outline his/her own position in different communities
- explain briefly what the main global environmental and development problems are, including the strengthening greenhouse effect,
ozone depletion, desertification, pollution of living environments, population growth, as well as the problems of poverty and hunger
- depict the Baltic region's environmental problems and their causes and put forward ways of improving the region's environmental
status
- describe his/her own opportunities for contributing to the improvement of the environment's status and will know ways by which the
main global environmental and development problems can be resolved
9.3.1.4.3 PHYSICS AND CHEMISTRY
Introduction:
The starting point for instruction in physics and chemistry are the student's prior knowledge, skills and experiences, as well as his/her
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observations and investigations of natural objects, materials and phenomena, from which progress is made towards the basic
concepts and principles of physics and chemistry. The instruction must stimulate the student to study science, help the student to
consider the importance of a good and safe environment and teach him/her to take care of one's environment and act responsibly in
it. Health education, in which the student's activities are examined from the perspective of safety and health, is integrated into the
instruction.
Common objectives for grades 5–6:
The objective is that the student will learn to use the most common concepts, quantities and measurement units in the field of
physics. What is characteristic of physics instruction is that it emphasizes the student's own as well as cooperative empirical
research, which includes making hypotheses, observations, investigation as well as presenting the results and drawing conclusions.
The aim of empirical work methods is that the student will learn to apply natural science knowledge to questions dealing with
everyday life, nature and environment and to problem-solving. Another objective is that the student will understand the importance of
physics as a basic natural science and become enthusiastic about studying the subject When studying physics, the student considers
the importance of a good and safe environment and learns to take care of one's environment and act responsibly in it.
The student will learn to
 work and act safely, protecting him/herself and the environment and following the directions given
 make observations and measurements with different senses and measuring devices, look for information on the subject of
study and weigh the reliability of the information
 draw conclusions about one's observations and measurements and recognize the causal relationships associated with the
properties of natural phenomena and objects
 carry out simple scientific experiments clarifying the properties of phenomena, organisms, substances and objects, as well as
correlations among them
 use concepts, quantities and their measurement units in the fields of physics and chemistry to describe, compare and classify
scientific knowledge
 gather together knowledge found from different sources and consider its correctness on the basis of one's prior knowledge,
investigations and discussions with others
5th grade's objectives: areas of
emphasis
5th grade: key contents
Themes on the 5th grade
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The student will








know the phases of water and their
changes
know the special properties of water
and understand their significance, e.g.
for plants' intake of nutrients and water
recognize different separation methods
be able to classify substances in
accordance with their acidity and
alkalinity
know that air is a substance and know
the composition of air by its chemical
symbols
learn to investigate forces, due to
interaction, such as gravity, friction and
air and water resistance
learn to investigate how force changes
motion
apply scientific knowledge, e.g. to
describe and evaluate hazardous
situations in traffic
Chemistry
Substances around us




Approaches to learning


Measurement
Conducting research
solution, solubility, saturated solution and Guiding questions connecting different
mechanical mixture
subjects
investigation of natural waters
water purification
 How to study different subjects?
acidity and alkalinity of substances
Environments
Methods of separation



filtering
sifting
evaporation
Air and the atmosphere



composition of air and its importance to
nature
photosynthesis
chemical symbols for atmospheric gases

Gravity and other forces
Guiding questions connecting different
subjects

How does a human being make
use of one's environment?
Human ingenuity

Methods of production for electricity
and heat
Guiding questions connecting different
subjects
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
Physics
Substances around us


water and its properties, e.g. pressure,
buoyant force, flotation and surface
tension
phases of water and their changes
Natural structures








How has the human harnessed
different subjects to serve one's
activities?
Health and Social Education


Safety (traffic, work)
Stimulants
Guiding questions connecting different
subjects

How do I look after myself?
motion and the effect of force on motion
force and counterforce pairs
measurement of force and its unit: N =
newton
uniform, accelerating and deaccelerating
motion and their classification
safe moving about and prevention of
accidents
measurement of time, distance and
average speeds
forces opposing motion, e.g. friction
gravity
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6th grade's objectives: areas of
emphasis
6th grade: key contents
Themes on the 6th grade
Chemistry
Approaches to learning
The student will










know how to classify and separate
substances obtained from the soil
understand the difference between
elements and compounds
learn chemical symbols of elements: (O,
H, C, N, He, Fe, Al, Cu)
learn basic things about safe use of
substances and products in the
environment and about their life cycle
learn to know various voltage supplies
such as a battery and an accumulator
learn to identify phenomena in which
electricity is used to produce light, heat
and motion
learn that electricity and heat can be
generated from various natural
resources
learn to classify natural resources as
renewable or non-renewable
get to know the structures of space and
the solar system
learn to identify phenomena due to the
motion of the earth and the moon
Substances around us



classification of substances from the soil
elements and compounds
chemical symbols


Measurement
Conducting research
Guiding questions connecting different
subjects

How do I learn how to learn?
Product life cycle



origin of products
safe use
recycling
Environments


Energy supplies and production of
energy
Saving of energy, recycling
Physics
Guiding questions connecting different
subjects
Energy and electricity



production of heat, light and motion with
the help of electricity; safety with
electricity
a simple electrical circuit
various production methods for electricity


How energy is distributed on the
earth, and how living environments
differ from each other?
How do I learn to act responsibly in
the environment?
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and heat and the world's energy supplies Human ingenuity
saving of energy
 Methods of production for electricity
and heat
Natural structures







Structure of the solar system and the
night sky
The sun, stars, moon and planets on the
night sky
seasons and the times of the day
phases of the moon
equinoxes and solstices
tides and eclipses
Guiding questions connecting different
subjects

How human inventiveness is shown
in different subjects and areas?
Health and Social Education

Safety with electricity
Guiding questions connecting different
subjects

How to act in a safe manner?
Work methods
o
o
o
o
o
o
independent practice, pair and group work
discussion, anticipation
investigative approach by observation, classification, comparison and measurement
conducting simple experiments
presentation, reporting and evaluation of research results
finding information from different information sources
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Assessment
Assessment is continuous and aligned with the aims. It can be oral or written. In the assessment of physics and chemistry
attention is especially paid on the student's work methods and class activity as well as on the student's ability to analyse and
present research results. The student also has the possibility to evaluate his/her own work.
Description of good performance at the end of the 6th grade:
Nature research skills
The student will know how to






work and act safely while protecting him/herself and the environment and will follow the directions given
make observations and measurements with different senses and measuring instruments and direct his/her observation at the
target's essential features, such as motion or temperature, and at changes in those features
draw conclusions from one's observations and measurements; present the measurement results with the aid of tables, for
example; and explain causal relationships associated with fundamental natural phenomena and the properties of objects – for
example, the greater the mass a body has, the more difficult it is to put it into motion or stop it
perform simple experiments, for example to investigate what factors affect the dissolving of a solid
use concepts, quantities and their units in describing, comparing and classifying the properties of substances, objects and
phenomena
assemble information found from different sources and weigh its correctness on the basis of one's prior knowledge,
investigations and discussions with others
Energy and electricity
The student will


know about different voltage supplies, such as a battery and an accumulator; know how to do experiments in which electricity
is used to produce light, heat and motion
know that electricity and heat can be generated from various natural resources and know how to classify natural resources as
renewable or non-renewable
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Natural structures
The student will



know how to investigate forces, due to interaction, such as gravity, friction and air and water resistance and recognize different
types of motion
know how to investigate how force changes the motion of an object and apply scientific knowledge to describe and evaluate
hazardous situations in traffic, for example
recognize phenomena caused by the motion of the earth and moon, such as times of the day, seasons, phases of the moon,
and eclipses; know about the structure of the solar system; and be able to make observations of the night sky
Substances around us
The student will




know about the composition of air and the chemical symbols of atmospheric gases and understand the importance of the
atmosphere in sustaining life
know how to investigate the various properties of water and know how water is purified
know how to classify substances from the soil, know the chemical symbols for elements in the soil and know how to use
various methods of separation, such as filtering, crystallization and sifting.
know basic things about the safe use and life cycle of substances and products from the student's environment and know how
to investigate the properties, such as acidity, of substances and products
Themes
The themes of the core curriculum in the physics and chemistry instruction are included in the objectives and contents as follows:
1. Growth as a human being responsible caring of the environment, atmosphere, water, responsibility for common tasks
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2. Cultural identity and internationalism: element symbols, standards
3. Communication and media skills: reporting
5. Responsibility for the environment, wellbeing, and sustainable future: responsible caring of the environment, atmosphere, water,
life cycle of substances
6. Safety and traffic: safe handling of substances and safe working methods, electricity, force and mass, acceleration and
deacceleration, friction
7. Human and technology measuring instruments, electric energy
Physics in grades 7–9
Introduction:
GRADES 7–9
The core task of physics in the seventh through ninth grades is to broaden the student's knowledge of physics and his/her conception
of the nature of physics and to strengthen skills in experimental acquisition of information (criteria C, D and E).
The starting point for physics instruction are the student's prior knowledge, skills and experiences, as well as his/her observations
and investigations of objects, substances and phenomena in the environment. From these, progress is made towards the
fundamental concepts and laws of physics (criterion C). The purpose of the experimental orientation is to help the student to perceive
the nature of science and to learn new scientific concepts, principles and models; to develop skills in experimental work and
cooperation; and to stimulate the student to study physics (criteria D and E).
The instruction guides the student in thinking in a manner characteristic of science in acquiring and using knowledge and in
evaluating the reliability and importance of knowledge in different life situations (criteria C and D). The instruction gives the student
the ability to discuss and write about matters and phenomena within the realm of physics and technology, using appropriate
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concepts. The instruction also helps the student to understand the importance of physics and technology in everyday life, the living
environment and society (criterion A).
The study of physics supports the student in developing his/her personality and in forming a modern world view. It also provides
capabilities for making everyday choices, especially in matters related to the use of energy resources and environmental protection
(criteria A and C).
OBJECTIVES
The objective in physics learning is to apply theory, understand natural phenomena and provide lifting experiences. Basic knowledge for
further studies is acquired. The student is guided to work safely and encouraged to correctly use technical devices.
The student will learn
 to work and investigate natural phenomena safely, together with others
 scientific skills, such as formulation of questions and perception of problems
 to make, compare and classify observations, measurements and conclusions; to present and test a hypothesis; and to process,
present and interpret results utilizing also information and communication technology
 to plan and carry out scientific investigation in which variables affecting natural phenomena are held constant and varied and
correlations among the variables are found out
 to formulate simple models, to use them in explaining phenomena, to make generalizations and to evaluate the reliability of the
research process and results
 to use appropriate concepts, quantities and units in describing physical phenomena and technological questions
 to evaluate the reliability of information obtained from different sources
 to use various graphs and algebraic models in explaining natural phenomena, making predictions and solving problems
 to know about natural phenomena and processes and the transformations of energy that take place in them, to know about
various natural structures and the interactions of their components and to understand causal relationships between phenomena.
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Objectives
Contents
Themes
7th grade
7th grade
7th grade
Vibrations and wave motion and
measurement
The student will learn to master nature
 the basic phenomena of different
investigation skills; to make, compare and
vibrations and wave motion; source
and detection, observation, reflection
classify observations, measurements and
and refraction of wave motion;
conclusions; and to process, present and
properties, variables and laws related
interpret results The student will be able to
to them
plan and carry out scientific investigation
 importance and applications of sound
in which variables affecting natural
and light
phenomena are investigated and
 operation principles of optical devices
correlations among those variables are
 the SI system and modelling
examined. The student will be able to
work and investigate natural phenomena
safely, together with others. The student
will know the basic variables of the SI
system and variables derived from them.
The student will master the basics of
waves and optics and can verify
phenomena with the help of lenses and
mirrors.
Approaches to learning
-
measurement of variables; units
measurements and drawing
conclusions
basic phenomena of vibrations and
wave motion
Guiding questions connecting different
subjects
-
How to study in Ressu?
Environments
-
sound
noise
colours
Guiding questions connecting different
subjects
-
How does a human being make use
of one's environment and function
within it?
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Human ingenuity
-
history of science (the SI system,
great physicists)
importance and application of sound
and light
optical devices
Guiding questions connecting different
subjects
-
How creativity and inventiveness are
shown in different study subjects?
Health and Social Education
-
utilization of laser in medicine; the
risks with intensive laser radiation
sight
hearing
Guiding questions connecting different
subjects
-
Who am I, and how do I look after
myself?
8th grade
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8th grade
8th grade
Approaches to learning
-
The student will learn to use appropriate
concepts, variables and units in describing
physical phenomena and technological
matters; to formulate simple models and
use them in explaining phenomena; and
to make generalizations and evaluate the
reliability of the research process and
results. The student will master the basics
of thermodynamics, nuclear physics and
electricity. The student can build simple
circuits, make circuit diagrams based on
them and calculate the values of missing
variables. The student masters the use of
energy concept in electrical work and heat
energy.
Heat
 phenomena related to heating and
cooling of objects and substances;
their description using appropriate
concepts and laws; and the
importance and applications of thermal
phenomena
 conservation and degradation of
energy, heat as a form of energy
Electricity
 electric and magnetic forces between
objects
 direct-current circuits; basic
phenomena of electric circuits; safe
application of those phenomena in
everyday life and technology
 electromagnetic induction and its use
in energy transmission; use of
electricity at home
Guiding questions connecting different
subjects
-
How to illustrate abstractions?
Environments
-
natural structures and proportions
Human ingenuity
-
planning and building of electrical
circuits
Guiding questions connecting different
subjects
-
Natural structures
 natural structures and proportions
 interactions that keep structural
components together; binding and
release of energy in processes
structures of the universe
How do research and technology
help humans?
Health and Social Education
-
radioactivity, radiation and protection
from radiation
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occurring between components
radioactive decay; fission and fusion;
ionizing radiation and its effect on Guiding questions connecting different
animate nature; protection from subjects
radiation
- What substances are hazardous to
humans and what will be the
consequences if they are used?
9th grade

Motion and force
 interaction and the corresponding
forces; motion and equilibrium
phenomena that arise from those
interactions; occurrence of those
phenomena in the environment
 motion; models of uniform and
uniformly accelerating motion
 work done by force; mechanical
energy and power
Community and Service
-
nuclear energy
use of nuclear radiation and its risks
energy forms in the production of
electricity
Guiding questions connecting different
subjects
-
What are the consequences of our
deeds?
9th grade
9th grade
The student will learn to know about
natural phenomena and processes and
the transformations of energy that take
place in them; about various natural
structures and the interactions of their
Approaches to learning
-
modelling of force
graphical presentations
motion; models of uniform and
uniformly accelerating motion
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components; and to understand causal
relationships between phenomena. The
student will learn to use various graphic
and algebraic models in explaining natural
phenomena, making predictions and
solving problems. The student will master
the basic concepts of motion and
interaction and can apply them with
friction, pressure and potential as well as
kinetic energy.
Environments
-
interaction  forces  motion and
equilibrium phenomena
Guiding questions connecting different
subjects
-
What is global environment and how
has it changed during time?
Human ingenuity
-
Newton's laws
Guiding questions connecting different
subjects
-
Why and how do humans utilize
science?
Community and Service
-
saving of energy
Guiding questions connecting different
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subjects
-
How one can actively work for the
benefit of one's school community?
Work methods:
The objective is to progress from phenomena towards explanation and concepts, using empirical work methods. Experimental
student work is complemented with the teacher's demonstrations and theory studies, using different information sources. There are
educational visits, and the opportunities offered by the city are made good use of.
Assessment
Final assessment criteria for a grade of 8
Nature research skills
The student will





know how to work safely, following directions, together with others
know how to perform a science investigation according to the instructions given, plan simple experiments, agree on tasks and the
allocation of tasks and set objectives and goals together with other students
know how to prepare small-scale research reports, present results with the help of tables and graphs, for example, and interpret
those results
know how to perform a controlled experiment and evaluate the functionality of the experimental arrangement together with the
reliability, precision and meaningfulness of the results
know that physics is a basic science and that physical knowledge and experimental methods of information acquisition are used
in other sciences and in technology
Motion and force
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The student will
 know how to investigate various phenomena connected with interactions and motion and use quantities such as time, distance,
velocity, acceleration and force in describing them
 know how to make graphic presentations, for example about the results of measuring uniform and accelerating motion; know how
to interpret those results; use the model of uniform (rectilinear) motion to make predictions concerning motion; employ the
equation of average velocity to estimate and calculate distance or time
 understand the operating principle of simple mechanical devices such as a lever and know about applications of mechanical
devices and various structures
 know how to use quantities that describe the properties of objects and substances and explain with the aid of those quantities the
phenomena observed – for example, to compare the densities of substances and to use density in explaining various
phenomena, such as floating and the function of a hot-air balloon
 know the relationship between work and energy
 understand the physical basis of rules concerning traffic safety
Vibrations and wave motion
The student will
 recognize wave motions and the phenomena characteristic of them, including for example the production, progression, detection,
reflection and refraction of wave motion
 recognize various periodic phenomena and sources of vibration and their properties in the environment and be able to
characterize the phenomena in question with depictive quantities
 know how to investigate the reflection and refraction of light and explain, using a ray of light as a model, various vision-related
phenomena and functioning of mirrors and lenses
 understand the importance of sound and light to the individual and the community, as in the case of noise, protection from noise
or light in data transmission.
Heat
The student will


recognize phenomena related to the flow and storage of heat in the environment and know how to interpret those phenomena
know how to characterize basic phenomena of thermodynamics, such as thermal expansion and the heating of object, with the
aid of quantities and experimental laws that describe those phenomena
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
know how to use the laws of heating, changes of state, and thermal expansion when examining and explaining thermal
phenomena in the environment
Electricity
The student will




know the principles of using electrical and heat-producing devices safely and economically and know how to estimate and
calculate the costs of utilizing electrical devices of various power levels
understand the relationship between potential difference and the electrical current in a closed circuit, as well as the effect of
resistance on the magnitude of electric current; know how to make predictions about the functioning of a circuit and how to use a
circuit diagram as a model of the circuit
know about applications such as electrical devices and electronic communication
know about the processes associated with production and transmission of electricity, such as the functioning of a transformer;
know how to explain the conversion of energy at a power plant and evaluate the advantages and disadvantages of different types
of power plants.
Natural structures
The student will




know the types and effects of radiation; be able to distinguish between harmful and harmless types; know how to protect oneself
against radiation
perceive the chain and proportions of structural parts, from elementary particles to galaxies; know how to illustrate these
structures and systems with appropriate models
know how to use key concepts of physics, such as energy, interaction and radiation, in discussions
understand the conservation law of energy and be able to give examples of the conversion of energy in various processes, such
as the burning of wood and the falling of a stone.
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Chemistry in grades 7–9
Introduction
GRADES 7–9
The tasks of chemistry instruction in the seventh through ninth grades are to expand the student's knowledge of chemistry and the
nature of chemical information and guide the student to the way of thinking, knowledge acquisition and use, in various life situations,
that is characteristic of natural science (criterion C). The instruction provides the student with material that is essential from the
standpoint of personality development and the formation of a modern world view and helps the student comprehend the importance
of chemistry and technology in everyday life, the living environment and society (criteria C and F). Chemistry instruction must provide
the student with the ability to make everyday choices and to discuss, in particular, issues of energy production, the environment and
industry; it must also guide the student in taking responsibility for the environment (criterion C).
The instruction relies on an experimental approach in which the starting point is the observation and investigation of substances
and phenomena associated with the living environment (criterion F) The student progresses from that point to the interpretation,
explanation and description of phenomena and to modelling both the structure of matter and chemical reactions with the symbolic
language of chemistry (criterion B). The experimental orientation must help the student to grasp the nature of science and to adopt
new scientific concepts, principles and models; it must develop manual skills and abilities for experimental work and cooperation and
stimulate the student to study chemistry (criteria B, C and F).
Common objectives:
The student will learn to
 work safely, following instructions
 use research methods typical from the standpoint of acquiring scientific knowledge, these methods including information and
communication technology; and evaluate the reliability and importance of knowledge
 carry out scientific investigation and interpret and present the results
 know about processes associated with the cycle of substances and the life cycle of products and about the importance of those
processes to nature and the environment
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




know about the physical and chemical concepts that describe the properties of substances and learn to apply those concepts
know concepts and models that describe the chemical bonds and structure of matter
describe and model chemical reactions with the aid of reaction equations
apply one's own knowledge to practical situations and choices
know about the importance of chemical phenomena and applications to the individual and society.
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Objectives
Contents
Themes
7th grade
7th grade
7th grade
The student will learn to follow directions
and work safely. The student will find out
about typical methods of investigation in
chemistry and be able to make
observations, interpret them and present
results of his/her research subject. The
student will learn to use concepts and
models that describe the structure of
matter and chemical bonds.
Investigating chemistry



safe work
clean substances and mixtures
methods of separation
Substance and reaction





Approaches to learning
-
work methods and work safety in
chemistry
modelling of compounds
elements and symbolic designation
of compounds
structure of the atom
substance and its structure
elements and chemical symbols
chemical reaction and compound
Guiding questions connecting different
reaction rate
subjects
flammability of substances; the
combustion reaction; its description
- How to study in Ressu?
with the symbolic language of
chemistry; the properties of
combustion products and effects on
Environments
the environment
-
purification (wastewater)
water
Air and water
Guiding questions connecting different
 atmospheric substances and their
importance to the individual and the subjects
equilibrium of nature
- How does a human being make use
 water and its properties, such as
of one's environment and function
acidity and alkalinity; purification
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within it?
Human ingenuity
-
history of the elements
methods of separation
Guiding questions connecting different
subjects
-
How creativity and inventiveness are
shown in different study subjects?
Health and Social Education
-
solution, solvents, dissolving,
mixtures (heterogeneous and
homogeneous)
Community and Service
-
use of hazard markings for
chemicals
fire safety
taking care of shared laboratory
equipment
8th grade
Periodic system
 symbolic designation, classification
and distinction of elements and
Guiding questions connecting different
subjects
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

8th grade
The student will learn to describe and
model chemical reactions with the aid of
reaction equations and to know about the
physical and chemical concepts that
describe the properties of substances and
use them and verify them experimentally
in his/her laboratory work.
.

compounds; comparison of
reaction rates
interpretation of reaction equations
and the balancing of simple
reaction equations
explanation of the properties and
structures of elements and
compounds with the aid of the
atomic model or the periodic table
acids and bases
-
From ideas to deeds – what are an
individual's chances to influence
matters?
8th grade
Approaches to learning
- group work and writing work reports
Living nature
- reaction equations
 photosynthesis and combustion;
energy sources
 oxidation reactions and reaction Guiding questions connecting different
products of organic compounds, subjects
such as alcohols and carboxylic
acids, and the properties and use
- How to illustrate abstractions?
of these products
 hydrocarbons,
the
petroleum
refining industry and its products
Environments
 carbohydrates, proteins and lipids;
- acidification in nature
their composition and importance
as nutritional substances and
industrial raw materials
Guiding questions connecting different
subjects
-
What is sustainable development?
Human ingenuity
-
periodic system
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9th grade
Guiding questions connecting different
subjects
Metals and raw materials


- How do research and technology
key elements and compounds to be
help humans?
found in the earth's crust and their
properties; manufacture, use,
Health and Social Education
sufficiency and recyclability of
products
- health effects of organic compounds
electrochemical phenomena, the
- chemistry of nutrients
electrochemical cell and
electrolysis, and their applications
Product life cycle


washing and cosmetic materials;
textiles
oil, paper, plastics, glass, ceramics
Guiding questions connecting different
subjects
-
What substances are hazardous to
humans and what will be the
consequences if they are used?
Community and Service
-
hydrocarbons, the petroleum refining
industry
Guiding questions connecting different
subjects
-
What are the consequences of our
deeds?
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9th grade
Approaches to learning
-
group work and writing work reports
oxidation, reduction
Environments
9th grade
The student will learn to use research
methods typical from the standpoint of
acquiring scientific knowledge and to
evaluate the reliability and importance of
knowledge. The student will know about
processes associated with the cycle of
substances and the life cycle of products
and about the importance of those
processes to nature and the environment.
The student will know how to apply one's
knowledge in practical situations and
choices and about the importance of
chemical phenomena and applications to
the individual and society.
recycling of metals
ozone
Guiding questions connecting different
subjects
-
How to support sustainable
development with one's own
selections and actions?
Human ingenuity
-
electrolysis, the electrochemical cell
Guiding questions connecting different
subjects
-
Why and how do humans utilize
science?
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Health and Social Education
-
heavy metals
washing and cosmetic materials;
textiles
Guiding questions connecting different
subjects
-
What is it like to be a young person
in today's world?
How do my decisions influence the
world?
Community and Service
Guiding questions connecting different
subjects
-
What kinds of communities are there
in today's world?
Work methods
The objective is to progress from phenomena towards explanation and concepts, using empirical work methods. Experimental
student work is complemented with the teacher's demonstrations and theory studies, using different information sources. There are
educational visits, and the opportunities offered by the city are made good use of.
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Assessment
Final assessment criteria for a grade of 8
The student will
 know how to work safely, individually and in a group, in accordance with the instructions given
 know how to carry out simple science experiments, for example to investigate the combustion of a substance, the dissolving of a
combustion product in water, or the acidity of the aqueous solution formed
 know how to present and interpret the results of his/her experiments
 know about the cyclical processes of substances and the phenomena those processes give rise to in nature and in the
environment, including the carbon cycle, the greenhouse effect and acidification
 know about the importance of chemical phenomena and applications to the individual and society – for example, the importance
of photosynthesis to living nature's energy resources and the importance of corrosion and protection from corrosion in
construction and the metal industry
 know about substances that affect the environment, their sources, ways of spread and effects on the well-being of people and
nature – fossil fuel combustion products and heavy metals, for example.
 know about different industrial sectors, such as the metal and wood-processing industries and about their products and their
importance to everyday life
 know how to interpret product descriptions, to explain the life-cycle of a product and to make choices as a consumer
 know how to use the proper concepts in describing chemical phenomena and the properties of substances, such as acidity,
electrical conductivity and changes of state
 know how to investigate the properties of substances and use the results in classifying, identifying and distinguishing among
elements and compounds, such as precious and non-precious metals
 know how to describe an atom, chemical bonds and compounds, using the proper models
 know how to interpret simple reaction equations and write, for example, the equation for the combustion of carbon
 know how to draw conclusions about a substance's reactivity on the basis of the outermost electronic structure of an atom or an
element's location in the periodic table.
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9.3.1.5 Humanities
In Ressu Comprehensive School the study adheres to the international IB educational programmes.
Grades 5–9 follow the MYP programme, where general objectives have been set for each subject group.
Goals
The goal of learning and teaching Humanities subjects is to encourage and help the student to develop various skills so that he/she:
-
is eager to learn
uses appropriate skills
connects time and place to the correct event
considers others' viewpoints, values and attitudes
extensively understands different cultures, events and people
understands how individuals and societies are dependent on their environment
understands the roles of cause and effect in all human activities
understands the latest humanistic publications
understands the importance of internationality and is motivated to act in accordance with it
understands the connections to other subjects
will have a life-long interest towards humanistic subjects.
Objectives
The objectives define what the student should know and in what areas, in future, he/she can develop the results achieved so far.
The objectives listed below are related to the evaluation criteria A–D:
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A Knowledge
Knowledge is in a key position in humanistic subjects. Knowledge forms the basis for learning: skills can be built on top of it and
meanings of concepts examined.
Description of good performance at the end of the comprehensive school study
The student will
-
know and be able to use the concepts of humanistic subjects in different subject contexts
apply the contents of subjects through knowledge and understanding and use descriptions and explanations
distinguish the essential and be able to talk about it with examples.
B Concepts
The descriptions of concepts should be understood as meaningful. As the unit progresses, the student should advance in
understanding the concepts and in general knowledge.
Time
The student should understand the concept of time more profoundly than just as a measure of years and time sequences. In
addition, the importance of continuum in different events should be understood. This is aimed at by studying human activities,
issues, events, systems and different communities in the course of time.
Place and space
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The students will understand the importance of location and space and their meaning. The student will be able to identify and
describe the significance of models and relationships in the environment and, at the same time, understands the similarities and
differences. The student will understand issues in a global scale.
Change
Change is an important thing when we investigate the influence of various forces in the world. As a concept, change is based on the
evaluation of the results of both natural and artificial changes. The student will be able to explain the links between causes and
effects and the processes between them.
The student will understand and be able to explain the effects of short-term and long-term causes on change. He/she will be able to
see the importance of continuity in the change and understand that human beings are dependent on their environment.
Systems
We all are parts of a system of some kind.
The student should understand:
-
how different organisations function
social structures
different systems
the relationships of different systems to each other and to themselves
rights and responsibilities
the importance of cooperation
Global Awareness
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By considering issues in their global dimensions, the student can be encouraged to understand and respect different societies and
cultures. At the same time, knowing of one's own background is emphasized.
The student should:
-
be able to explain his/her observations about different societies and environments
demonstrate his/her understanding about the mutual dependency of communities
demonstrate internationality and multicultural understanding
examine issues also from others' viewpoints
recognize questions about equality, justice and responsibility
know when and how act responsibly
C Skills
With the development of his/her skills, the student will learn how to conduct critical investigation and be able to express one's
understanding about concepts mastered. The student should be able to demonstrate the following skills during the courses of
humanistic subjects:
Technical skills
The student will know how to:
-
investigate, select and store relevant knowledge from different sources
use media and technology in his/her investigations in a variety of ways, and select, interpret and combine knowledge
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-
critically use maps, figures, diagrams and statistics as a source
present information with the help of maps, models and diagrams
Analytical skills
The student will know how to:
-
analyze and interpret information obtained from different sources
identify key questions, problems and essential matters
critically evaluate the value and limitations of the sources
compare and interpret events, ideas, models and arguments in various contexts
Decision-making skills
The student will know how to:
-
develop efficient methods for focusing on a subject
form clear opinions, draw conclusions and make proposals
justify one's decisions and compare them with real-life events
Investigative skills
The student will know how to:
-
test one's hypotheses and ideas, as well as shape them to a form needed
plan, implement and present independent or group research
complement one's research with work outside the school
D Organization and presentation
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The objective is that the students when presenting their work, which includes oral presentations, essays and reports of various
kinds, will be able to flexibly use different ways of analysis and organization as well as possibilities brought by media and
technology. The students should understand that their presentations create new viewpoints to humanistic subjects.
The student will know how to:
-
bring up, through discussions, matters and information related to the subjects
organize knowledge in a way that proceeds logically and is appropriate
bring up information and express one's thoughts clearly and succinctly, using an appropriate language, style and way to
demonstrate
clearly indicate his/her sources of information by using references and literature lists in a way agreed.
9.3.1.5.1 LUTHERANISM
Introduction: Grades 1–9
Religion is general ethical and philosophical education. It familiarizes the students with
their own religion, its central contents, its cultural background and with the global stages
and influences of the Christian Church. The aim is to strengthen the student's own cultural
and religious identity.
The task of instruction in religion is to familiarize the student also with other of the world's
religions and ethical views and thus help him/her to understand and tolerate people
believing and thinking differently. Another aim is to help him/her to understand and think
about the influence of religion on society and culture in general.
The instruction emphasizes that the student assume a responsible attitude towards
him/herself, one's neighbours, society and nature. Support is provided for the student's
own value selections and for their evaluation in relation to the student's own life and the
lives of the neighbours.
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The starting point for the instruction, however, is respect for the student's individuality and
religious background.
Common objectives for grades 1–5
The student will
 learn confidence in life and in him/herself, learn to meet the future courageously,
understand the sacred dimension, and see the influence of religion in his/her own
life and the lives of others
 get an introduction to the New Testament and the life and teachings of Jesus
 get an introduction to the Old Testament's main narratives
 understand the connection between canonical year and the course of Jesus' life
 get an introduction to other Christian churches and the environment of religious and
non-religious views
 learn to ponder ethical questions, share his/her feelings and experiences, and apply
Christian ethics
1st grade's objectives: areas of
emphasis
Growing into an ethical lifestyle
The student will
 understand many rules of the game
for living together
Bible stories and teachings
The student will
 get an introduction to the New
Testament's stories about Jesus' live
Trust and security
The student will
 get to know the basic concepts in
Christianity
Lutheran Church life
1st grade: key contents
Growing into an ethical lifestyle
 Thank You and I am sorry
 helping
 friendship
Bible stories and teachings
 Jesus' birth and childhood and the
start of his activities
Trust and security
 guidance and protection
Lutheran Church life
 holy days and weekdays
 Christmas and Easter time
 clubs, camps, family church service
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The student will
get to know the Christian traditions in
everyday life and in feast days
 get to know the activities of the home
congregation
 learn children's hymns and spiritual
songs
Valued and unique life
The student will
 understand the importance of family
members and other close people
 learn to tolerate differences
 learn to value the nature around us

2nd grade's objectives: areas of
emphasis
Growing into an ethical lifestyle
The student will
 revise and learn more of the rules of
the game for living together
 think about ethical situations related
to his/her own life
Bible stories and teachings
The student will
 get to know the Bible as a book
 find out about Jesus' homeland and
life there
 find out about Jesus' activities and
teachings
Trust and security
The student will
 get to know the basic concepts in
Christianity
Lutheran Church life

hymns and songs related to the
subject area
Valued and unique life
 my roots, own family, godparents
 different people, different families,
and different traditions
 nature is the gift from God to be
cared by all of us
2nd grade: key contents
Growing into an ethical lifestyle
 good friendship
 considering others
 honesty
Bible stories and teachings
 Bible: OT, NT, psalm, gospel
 Palestine as a nature-geographical
area and living environment
 Jesus' miracles and parables
Trust and security
 blessing
 pray
Lutheran Church life
 vocabulary related to church
buildings and services
 canonical year's festivities:
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The student will
find out about the home church as a
building and as a place for worship
 understand the connection between
Christian celebrations and the
traditions related to them
 learn children's hymns and spiritual
songs
Valued and unique life
The student will
 be initiated to the special features of
the Orthodox Church
 learn to share one's own
experiences and feelings
 think about the life's limited scope

3rd grade's objectives: areas of emphasis
Growing into an ethical lifestyle
The student will
 revise and learn many rules of the
game for living together
 think about ethical situations related
to his/her own life situations
Bible stories and teachings
The student will
 get an introduction to the Old
Testament's main narratives
Trust and security
The student will
 try, with the help of the Bible stories,
create an image of God as the
heavenly Father and Creator, in
whom humans can trust and whom
one can approach through prayer
Christmas, Easter, All Saint's Day
children's hymns and spiritual songs
related to the subject areas
 practice in using the hymn book
Valued and unique life
 Orthodox Church building and
Orthodox customs
 talking about one's own feelings and
experiences
 in natural contexts, discussion about:
life, death, course of life

3rd grade: key contents
Growing into an ethical lifestyle
 good friendship
 right and wrong
 responsibility of one's own deeds
 empathising with another person
Bible stories and teachings
 stories of creation and Patriarchs
 from Egypt to the Promised Land
Trust and security
 human as a God created being
 God's guidance and protection
 different prayers
 songs and hymns related to the
subject areas
Lutheran Church life
Advent time, Christmas, and Easter
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Lutheran Church life
The student will
 learn to understand the connection
between yearly celebrations and the
Christian traditions related to them
 learn to understand the difference
between holy days and weekdays
 get to know the activities of the home
congregation
 learn children's hymns and spiritual
songs
Valued and unique life
The student will
 get introduction to the ethical views
and cultures that influence the
student's own neighbourhood
 think, through his/her own
experiences, things related to birth,
life and death
 understand the importance of taking
care of nature
4th grade's objectives: areas of
emphasis
Growing into an ethical lifestyle
The student will
 think about ethical situations related
to his/her own life situations
 find out about Jesus' teachings on
good life
Bible stories and teachings
The student will
 get an introduction to the New

 All Saint's Day
own experiences about participation
in congregation
 songs and hymns related to the
subject areas
Valued and unique life
 own family and relations
 values and traditions of one's own
family and kin
 different families and traditions
 human life course
 the effect of one's own activities and
preferences to the environment
4th grade: key contents
Growing into an ethical lifestyle
 appreciation of one's own and others'
work
 responsibility for joint tasks
 golden rule
 double command of love
Bible stories and teachings
 Gospel writers tell about Jesus
 Jesus' birth and childhood
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Testament
find out about Jesus' life on Earth
 learn to connect the canonical year's
key celebrations to Jesus' life
Trust and security
The student will
 find out about prayers taught by
Jesus
Lutheran Church life
The student will
 get introduction to the church as a
place for worship
 get introduction to church ceremonies
 learn spiritual songs and hymns
suited to one's age group

Valued and unique life
The student will
 learn to observe, open-mindedly,
different ways of thinking, values, and
traditions
 learn to tolerate differences in one's
own neighbourhood
5th grade's objectives: areas of emphasis

Jesus prepares for his tasks
 Jesus amongst people
 Christmas and Easter time,
Ascension Day
Trust and security
 Lord's prayer and God's Blessing
Lutheran Church life
 own congregation's church building
 baptism, confirmation class and
confirmation, wedding, funeral
 hymns, songs etc. music related to
the subject areas
Valued and unique life
 festive times and customs of people
belonging to different churches and
religions
 respect for different opinions
 considering different people and
people of different ages
5th grade: key contents
Growing into an ethical lifestyle
Growing into an ethical lifestyle
The student will
 right and wrong, justice, equality
 contemplate the rules of the game in life
 rights and responsibilities in a group
and their application to everyday
situations
Bible stories and teachings
 teachings of the Sermon on the
Themes on the 5th grade
Approaches to Learning
 Ethical
contemplation/discussion
skills
 Understanding symbols
Guiding
questions
connecting
different
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Bible stories and teachings
The student will
 find out about Jesus' talks and teachings
 get to know about the origin of the early
Christianity and the spread of
Christianity
 find out about the artists impressions of
Bible stories and personalities




Mount and those of the parables
Great Commission
life of early Christianity according to
Apostles
Apostle Paul's mission work and
letters
church art
Lutheran Church life
Lutheran Church life
The student will
 Martin Luther and the history of the
 find out about the history of the Lutheran
early times of the Lutheran Church
Church and its main features
 the Lutheran Church's conceptions of
 learn to know more festivals related to
God, mercy, salvation and the Bible
the church year
 Whitsunday and the day after
 recognize Christian symbols
Christmas
 find out about the parish's work methods
 liturgical colours
 learn young people's hymns and
 Christian symbols in the church and
spiritual songs
in the student's environment
 the home parish's youth work, social
and mission work
 hymns and spiritual songs related to
the subject areas
Valued and unique life
The student will
 considers choice-making and
responsibility for the choices made
 find out about Bible stories associated
with the theme
 get a preliminary introduction to other
Christian churches and the surrounding
religious and non-religious views
 learn to share one's feelings and
subjects
 How do I get and apply knowledge?
 How to express myself?
Environments
 Animal protection and animal rights
Guiding questions connecting different
subjects
 How to live taking others into
consideration?
Human Ingenuity


Church art
Bible teachings
Guiding questions connecting
subjects
 What do cultures tell us?
different
Health and Social Education
 Expressing emotions and considering
them
Valued and unique life
Guiding questions connecting different
 laws protect life
subjects
 human rights, equality
 Who am I?
 The Ten Commandments
 orthodocs, catholics, independent
Community and Service
christian communities, jews, muslims,
 Laws protecting life, human rights
free-thinkers
 equality
 expressing one's own emotions
 Rights and responsibilities
 consideration of the feelings of others
 Other religions
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
experiences
learn to value the nature around

animal protection and animal rights
Guiding questions connecting different
subjects
 How do I know what is right?
How do communities regulate people's
lives?
Assessment in grades 1–5:
Assessment is continuous in religion. It is primarily based on follow-up by the teacher in
learning situations. In the assessment, attention is paid to the student's activeness during
classes and capacity to express one's thoughts and know-how in discussion situations.
The assessment also targets the development of the student's cooperation and selfevaluation skills, different literary achievements and examination results. At the end of the
fifth grade, the assessment also takes note of the description of the student's good
performance.
The student will get feedback about his/her learning and work during lessons.
The parent or the guardian will receive information about the child's progress in
assessment discussions and in intermediate and school year reports.
6th grade: district-specific curriculum
6th grade, key objectives:
6th grade: key contents:
The student will
Formation of the world view
 have a general picture of the Finnish
 the relationship between faith and
religious situation and its origins
knowledge
 perceive factors affecting the
 what is valuable in life
formation of his/her world view
 what factors affect what we believe,
 understand the meaning, in the life of
know and regard as valuable (e.g.,
the individual and community, of
family, relations, friends, school,
religion and the dimension of holiness
media)
that it includes
 the meaning of life and holiness and
 know how to respect people who
the limitations in one's own life and
Themes on the 6th grade:
Approaches to Learning
 Formation of the world view
Guiding questions connecting different
subjects

How do I justify my viewpoints and
share what I have learnt?
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
believe and think in different ways
learn the main concepts of ethical
thinking and the foundations of
Christian ethics





environment
basic ethical concepts, such as
morality (right and wrong), values,
rights, obligations and rules, choices
and responsibility
the value of the human being,
especially from the perspective of
creation as well as that of the
teachings of Jesus and atonement
Christian love for one's neighbour,
e.g., putting oneself in another
person's position, forgiveness,
opposing wrong
the person as a shaper of his/her
own life, the community and the
environment
richness and problems due to
differences
Environments
 The responsibility of humans as
caretakers of the creation
 Finnish religious tradition
Guiding questions connecting different
subjects
 How
does
environment
affect
peoples' decisions?
 How do I learn to act responsibly in
the environment?
Human Ingenuity


Formation of one's own world view
Diversity
Guiding questions connecting different
Religion in life
subjects
 teachings of the Sermon on the
 How have humans adapted to
Mount
different living circumstances and
 direct and indirect effects of religion
created different cultures?
in the life of the student

How do I build my own ethical and
 effects of religion in Finnish culture
world view?
 the meaning of religion through
influential individuals, e.g., Martin
Luther King, Mother Teresa, Florence Community and Service
 Love for one's neighbour
Nightingale, William Booth, Veikko
 The
importance
of
influential
Hursti, Aurora Karamzin, Matilda
individuals
Wrede
 Christian youth music
Guiding questions connecting different
The origin of Finnish spiritual tradition and subjects
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the main features of the current situation
 What guides me?
 ancient Finnish beliefs; the Catholic
Middle Ages; the Reformation and its Health and Social Education
aftermath
 The human being's responsibility for
 main features of the religious
one's own life
situation in Finland and Helsinki
 Basic concepts of ethics
Guiding questions connecting
subjects
How do communities function?
different
Main work methods in grades 6–9
 knowledge acquisition and production tasks
 debates on instruction, contemplation, justification, argumentation
 investigative projects
 applying of what has been learnt; participation and influencing at school or outside it
Other possible work methods
 drama
 games
 music and visual arts
 active silence
Assessment in grade 6
The student will have achieved all the main objectives when he/she
 is able to describe the main features of the current religious situation in Finland: Christian faith as the main religion; the most
important denominations and Christian movements and their relative sizes; and recognition that Judaism, Islam and new religions
belong to Finland's religious arena
 can list the main features of Finland's religious history in a correct chronological order
 knows how to give examples of the effect of religion on his/her own life
 is able to consider what he/she believes, knows, regards as valuable and why he/she thinks that way
 can distinguish moral conceptions from other viewpoints
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



is able to consider them with justification – also from a Christian perspective
can apply ethical thinking to practical situations
actively listens to others' thoughts and expresses one's own thoughts considering others
knows Jesus' central teachings, e.g., based on the Sermon on the Mount, and can give examples of how they have influenced life
Main work methods in grades 6–9
 knowledge acquisition and production tasks
 debates on instruction, contemplation, justification, argumentation
 investigative projects
 applying of what has been learnt; participation and influencing at school or outside it
Other possible work methods
 drama
 games
 music and visual arts
 active silence
Assessment in grade 6
The student will have achieved all the main objectives when he/she
 is able to describe the main features of the current religious situation in Finland: Christian faith as the main religion; the most
important denominations and Christian movements and their relative sizes; and recognition that Judaism, Islam and new
religions belong to Finland's religious arena
 can list the main features of Finland's religious history in a correct chronological order
 knows how to give examples of the effect of religion on his/her own life
 is able to consider what he/she believes, knows, regards as valuable and why he/she thinks that way
 can distinguish moral conceptions from other viewpoints
 is able to consider them with justification – also from a Christian perspective
 can apply ethical thinking to practical situations
 actively listens to others' thoughts and expresses one's own thoughts considering others
 knows Jesus' central teachings, e.g., based on the Sermon on the Mount, and can give examples of how they have influenced
life
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Common objectives for grades 7–9
In the seventh through ninth grades, the task of instruction in the Lutheran religion is to increase general knowledge about the
Christian faith, history of the Church and other religions.
The objective is to deepen and broaden the student's understanding of the themes in question and, at the same time, support the
formation of the student' world view and ethical thought. The objective aims to encourage the student to think, form one's own
opinions and also express them.
The student will
 become familiar with the Bible as a collection of human and sacred writings
 become familiar with Christianity mainly through the main teachings of the Bible and Jesus
 become acquainted in general terms with the main world religions
 know how to respect people who believe and think in different ways
 understand the meaning, in the life of the individual and community, of religion and the dimension of holiness that it includes
 find out about the birth of the Church
 get to know about the history of the Church
 become familiar with the main features and customs of the principal churches
 become familiar with Finnish Christianity and spiritual tradition
 know the main concepts of ethical thinking and the foundations of Christian ethics
 grow and develop along with one's moral considerations as a human being
Themes
Among the themes, growing as a human being is included with the contents throughout all grades, as is Approaches to Learning and
in it especially the development of attitudes as well as logical and independent thinking.
In the study of Church history, support to one's own cultural identity is emphasized.
The international dimension is strongly emphasized when other churches and religions are introduced. The focus is on recognizing
one's own and others' cultural features, tolerance and altruism.
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297
9. grade course concentrates on religion as a part of the identity of a human being as well as its evaluation and development, ethical
considerations and making one's own choices The main thread is respect towards different people and responsibility towards one's
neighbours. The Community and Service theme as well as the Environment theme are closely involved: relationships to other
persons, nature, helping the community and taking responsibility for it – taking care of the world. Also, of the Human Ingenuity theme,
the area dealing with attitude towards technology is subjected to ethical considerations.
In the instruction of religion, consideration of the basics of the abovementioned themes and of their related values is one of the most
important issues.
The Health and Social Education theme acts as the leading thought in the religious instruction of all the higher grades: development of
one's own identity; emphasis on human relationships, responsibility and integral health as part of the diversity of life and the
completeness of our culture.
WORK METHODS
 in their work, students are encouraged to be active, critical and to participate in discussions
 we use work methods that are as diverse as possible, taking into account different learners
 when possible, educational visits are undertaken during the school year
 the interests and capabilities of the group are considered in the planning of instruction
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7th grade
Objectives
The student will
 become acquainted in general terms with the
main world religions
 know how to respect people who believe and
think in different ways
 understand the meaning, in the life of the
individual and community, of religion and the
dimension of holiness that it includes
The objective of the study module is to enable the
student to create his/her own world view. The student
will learn to understand the relationship between faith
and knowledge, as well as the features of religiosity
and their importance to humans. He/she will become
prepared for the experience of holiness and learn to
tolerate other religions and to respect their values. It is
endeavoured to reach the objective, for example by
extensively familiarizing with the world religions.
Contents
Themes

Approaches to Learning
 World religions geographic
distribution, relative size and the
 Growth as a person
main features of religious life:
 Formation of one's own
central doctrine, devotional
ethical view
service, geographical distribution
 Study skills and the
and symbolism, historical and
development of one's own
cultural influences
study technique
 Dimensions of religion and
 Practice in the
impacts on the individual,
interpretation of symbols
community, and culture

Practice in religious
 The student's philosophical
thinking and concepts
deliberation

the student's philosophical

deliberation
Religions' concepts about right and
wrong and good life
Guiding questions connecting
different subjects
- How to study in Ressu?
- How to assume the responsibility
for my own study?
- How do I learn to become a
critical thinker and activist?
Environments
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-
world religions (different
physical environments built
by humans: temples,
mosques, altars,
synagogues, etc.)
Guiding questions connecting
different subjects
-
Do I know my immediate
environment?
How does a human being
make
use
of
one's
environment and function
within it?
Human Ingenuity
-
-
the student's philosophical
deliberation (the meaning
of life and its limitedness)
world religions (dimensions
of religion and impacts on
the individual, community,
and culture
Guiding questions connecting
different subjects
-
Why is it good to know
different cultures, and how
do cultures meet?
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300
-
How are creativity and
inventiveness shown in
different study subjects?
Health and Social Education
-
World religions: considering
and respecting others
Guiding questions connecting
different subjects
Who am I, and how do I
look after myself?
- How to mediate and
interpret messages?
Community and Service
-
World religions (geographic
distribution of religions,
their relative sizes and the
main features of religious
life)
Guiding questions connecting
different subjects
-
- Why is it important to accept
differences?
- Why do we celebrate?
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8th grade
Objectives
Contents
Themes
The student will
 get to know about the birth and history of the
Church (Church history)
 get to know about the history of the Church in
Finland
 get a general picture about Finnish Christianity
and spiritual heritage
 get topical information about the religious
situation in Finland
 find out about religious freedom and the
relationships between the church and the state
Familiarization with the birth of the
Christian church and its
characteristics. Introduction to
different Churches and religious
orientations, and to their traditions
and symbols. Deliberation on the
doctrine of Christianity and its
history from many different
viewpoints. Introduction to
ecclesiastical life in Helsinki and
our own area (as far as possible,
together with the neighbouring
parishes and other cooperating
entities)
Approaches to Learning


Christian communities are examined from the
viewpoint of general education
different churches are examined as a part of
Western civilization and culture (and the
ecumenical movement)
Introduction to the origins of the
Finnish spiritual tradition and its
meanings in society.
The objective is to get general education about one's Introduction to the history of the
Church in Finland and to the
own religion and its history, in a spirit of tolerance.
current situation in the Lutheran
church.
Examination of the influence of
Finnish Christianity and especially
that of the Lutheran faith to our
own customs.
Introduction to religious freedom
and the most important religious
communities in Finland.





Growth as a person
Formation of one's own
ethical view
Study skills and the
development of one's own
study technique
Practice in the
interpretation of symbols
Practice in religious
thinking and concepts
Guiding questions connecting
different subjects
- How to plan my everyday
activities?
- How to effectively use different
sources?
- How to evaluate one's own
work?
Environments
-
The Church (the church
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302
-
building and its symbolism
and relation to the life of
the parish)
Finnish spiritual tradition
(membership and activities
of the Lutheran church and
musical tradition based on
hymns and other music)
Guiding questions connecting
different subjects
- How to
learn
in
the
immediate
environment
and how to learn about the
immediate environment?
- How do we perceive Finns as
part of Europe?
Human Ingenuity
-
The Church (key questions
of Christianity's birth and
evolution)
Guiding questions connecting
different subjects
-
How are different cultures
born,
and
how
to
understand them?
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Health and Social Education


Christian set of values
Christian concept of the
human being
Guiding questions connecting
different subjects
-
In what kind of
network do I live?
social
Community and Service
-
-
-
denominations,
their
geographic
distribution,
main features of their life
and faith, ecumenicalism
Christian faith and its
human
and
social
importance, with emphasis
on the Lutheran faith
Finnish spiritual tradition
religious freedom
ancient Finnish religions;
the Catholic Middle Ages;
the Reformation and its
aftermath
Guiding questions connecting
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different subjects



How do we influence?
What are the
consequences of our
actions?
How does the Finnish
community affect us?
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305
9th grade
Objectives
Contents
Themes
The student will
 become familiar with the Bible as a collection of
human and sacred writings and as a part of the
history of Christianity
 learn to use the Bible and find out about its use in
different situations

 become familiar with the foundations of Christian
ethics and moral philosophy
 become familiar with the laws that moral
development is subjected to
Learning the basics about the birth,
contents and books of the Bible:
familiarization with the Bible events,
personalities and symbolism as well
as interpretation from the perspective
of the Bible's cultural impacts
Approaches to Learning
Familiarization with the foundations
of Christian ethics and moral
philosophy; deliberation on the
questions important to individual
ethics, for example in the area of
medicine, work, violence and sexual
ethics Learning about one's own
ethical thinking and its application to
practical ethical problems Moreover,
the aim is to increase those
capabilities that make the formation
of one's own set of values possible
and support the process.
-
-
identification,
contemplation
and application of ethical
norms, principles and values
the individual as a shaper of
his/her
own
life,
the
community
and
the
environment
Guiding questions connecting
different subjects
- How do I learn?
- How to be an active and selfdirected learner?
- How to evaluate and reflect upon
one's own learning?
Environments
-
the individual as a shaper of
his/her own life, the
community and the
environment
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Guiding questions connecting
different subjects
-
How to be active for one's own
neighbourhood?
How to support sustainable
development with one's own
selections and actions?
Human Ingenuity
-
-
-
human as an ethical being
Christian
ethics'
main
emphases, such as the
message of the prophets,
Jesus' Sermon on the Mount
and parables
the main features of the birth
of the Bible; interpretation and
use of the Bible
the Bible's cultural impacts
Guiding questions connecting
different subjects
- What do different cultures tell us,
and how do they complement each
other?
- What can Finnish culture offer to us
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307
and to other cultures?
- Am I an individual who acts
ethically?
Health and Social Education
-
the Christian conception of the
person; putting oneself in
another person's position
Guiding questions connecting
different subjects
- What is it like to be a young person
in today's world?
- What is human life course?
- What kinds of ethical choices do
humans face during their life?
- How do my decisions influence the
world?
Community and Service
-
The Old Testament as an
expression of the history and
faith of the Israelites
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-
-
The Old Testament from the
perspectives
of
Judaism,
Christianity, and Islam
The New Testament as
messenger of the teachings of
Jesus and the birth of
Christianity
Guiding questions connecting
different subjects
- How to learn to engage actively as
a member of my communities?
- What kinds of communities were
there before?
- What kinds of communities are
there in today's world?
Assessment in grades 7–9
Work
The assessment is based on:
 Exams
 The exams also include tasks which aim to advance the student's own thinking and forming of opinions. The exams are
numerically graded.
 Work books
 Feedback is given on work books used during classes.
 Continuous demonstration
 The students get assignments and also homework. The teacher monitors activeness during lessons and especially
participation in discussions during classes. The student's activeness in group work and group work results are also taken
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309

into account in the assessment. Possible written homework assessments are numerically or verbally graded.
The student will get oral feedback if he/she wants it, and the teacher will provide it when needed.
Self-evaluation
In the beginning and at the end of the course, assessment discussions will take place with the students. In connection with the
return of the exam, general exam feedback is given, and if needed the teacher will provide personal feedback. Also there is a
chance for self-assessment in the instruction debate.
Final assessment
Final assessment criteria for a grade of 8
The student will
 know the key content of the Bible
 know the events that gave rise to Christianity and have a command of the main historical phases of the formation of the
Christian churches
 know the history of the Evangelical Lutheran Church of Finland and understand the basic nature of Finnish Lutheranism
 understand Finnish religiosity and the Finnish spiritual tradition
The student will
 understand religious thought and the nature of religious behaviour
 recognize the impacts of religions in Finnish and European culture
 know the central features of the world religions
 value people who believe and think differently

 The student will
 know the basic nature of faith and knowledge and understand the problems related to it
 identify the factors that affect his/her own world view
 be able to discuss the most fundamental questions of existence
The student will
 be capable of responsible ethical deliberation
 recognize the consequences of his/her own choices and actions
 be able to exercise moral consideration
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9.3.1.5.2 THE ORTHODOX RELIGION
Introduction
In instruction in the Orthodox religion, the strengthening and maintenance of the student's
Orthodox identity represents the primary concern. The instruction helps the student to
understand the importance of religion to him/herself as an individual and to see the
influences of religion in society and culture. Another aim of the instruction is a general
education in religion and personal view of life.
The core task of instruction in the Orthodox religion is to offer the students materials
through knowledge, skills, and experience, for forming their own world-views and for
growing into ethically responsible individuals.
The student will learn to look after nature and respect one's neighbours and him/herself.
As God's co-worker, he/she is encouraged to actively participate in creating goodness.
Common themes for all grades
Canonical year, divine services, sacraments, holy people, canonical year's festivities and
fasting and one's own multicultural congregation. The themes are introduced using a
pass-through principle, getting deeper into them grade by grade. Once or twice during the
school year, there will be a journey to the church during a school day.
Grade 1
Objectives:
The student will
 learn the basic concepts of Orthodox Christianity and religion
 find out about Jesus' homeland and his most important stages of life
 get introduction to Lutheranism
 learn to consider his/her neighbours within the study group and outside it
Themes: Growth as a person, cultural identity, and internationality
Contents:
 sign of the cross and icon; prayer; Father, Son and the Holy Spirit; the student's
heavenly intercessor and name day; human being as an image and likeness of
God; Jesus' homeland, important events in Jesus' life; church as a building; right
and wrong; friendship and tolerance; Lutheran Church
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311
Grade 2
Objectives:
The student will
deepen his/her knowledge about the basic concepts of Orthodox Christianity and
those of religion
 find out about Jesus' life and teachings
 get introduction to other religions
 learn to take responsibility of one's own deeds

Themes: Growth as a person, cultural identity, and internationality
Contents:
blessing of home; important events in Jesus' life; Jesus' teachings; baptism; church
as a holy place; love for one's neighbour sin and repentance; churches and
religions in the neighbourhood


Grade 3
Objectives:
The student will
 get an introduction to the Old Testament's narratives
 know how to think about ethical questions related to one's own life
 respect God's creation work
understand, with the help of stories, the guidance and protection by God in our
lives
Themes: Growth as a person, cultural identity and internationality, responsibility for the
environment, wellbeing and sustainable development

Contents:
creation, the Fall, Cain and Abel, Noah, Abraham, Isaac, Jacob, Josef, Moses,
Wilderness Wanderings, arrival in the Promised Land, 10 commands, double
command of love
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
Grade 4
Objectives:
The student will
 find out about the Gospel stories and their message
 get to know about the birth of Gospels and their writers
learn to think about ethical questions arising from the Gospels
 get an introduction to other Christian churches
Themes: Growth as a person, cultural identity and internationality, responsibility for the
environment, wellbeing and sustainable development

Contents:
Evangelists, the history of the NT times, Jesus' life stages, Jesus' teachings and
miracles, the Passion, Ascension and new life, Lutheran and Catholic churches
Grade 5
Objectives:
The student will
 become familiar with liturgy
 deepen his/her knowledge about the basic concepts of Orthodox dogma
 familiarize him/herself with the Orthodox world
 get to know other religions
Themes: Growth as a person, cultural identity, and internationality
Contents:
 liturgy, liturgical life
 Orthodox traditions in the world
 activity of monasteries and convents
 the Orthodox conception of a person
 the persons of the Holy Trinity and their special features
 canonical year's structure
 Judaism and Islam
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Work methods:
In the instruction, diverse and appropriate work methods are employed. Narration and discussion are the main work methods.
The instruction is enlivened, e.g. with icons, drawings by the teacher and the students, other picture material, audio-visual
material, drama, educational games, study visits, visitors in the class, music, and visits to the church. During classes, pair and
group work may also be undertaken.
Assessment
In accordance with the school's assessment criteria.
Description of good performance at the end of the 5th grade
The student will know the key things about the Orthodox religion
The student will
 know the meaning of the liturgical service as a part of Orthodox Christian life
 know about the Orthodox church year's traditions of fasts and feasts in general terms and be able to adhere to the church
year in one's own life
 know about the Orthodox view of the person and other basic concepts of the Orthodox Christianity and be able to apply
those concepts in one's own life.

The student will know the Bible's main stories
The student will
 know in general terms about the different natures of the Old and New Testament
 know about the life and teachings of Christ and about the birth of the Church
 be able to ponder ethical questions that arise from Bible stories and the student's own life and to take these questions into
account in one's own life.
The student will know how to apply religious knowledge
The student will
 know key fundamental principles of Orthodox dogma
 know about Orthodox tradition as an element of Orthodox Christian life
 be able to use what he/she has learned to strengthen one's Orthodox identity
 be capable of strengthening one's Orthodox identity
The student will know his/her own religion and the religions in the immediate environment
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The student will
 know the special features of the Orthodox Church
 recognize his/her own family's religious background
 know about the activities of his/her home parish
 know other Christian churches and communities in the immediate environment.
Grade 6
In the sixth grade, the extent of the religious instruction is two weekly lessons per year in accordance with the distribution of lesson
hours in Helsinki.
Objectives:
The student will
 become familiar with the Bible as a collection of sacred and human writings
 know the time of the kings and prophets in the Old Testament
 become familiar with the Church of the time of Apostles
 find out about liturgical life and church art
 know the sacraments
 find out about the Church's confession of faith
(Themes: growth as a person, cultural identity and internationality, communication and media skills, responsibility for the
environment, wellbeing and sustainable development)
Contents:
 The Bible's creation and contents
 The Bible as a holy book
 the prophets, the time of the kings, the psalms
 the Acts (of the Apostles)
 Church knowledge
 worship services liturgy, vigils, fast liturgy and other religious rites

e church building, church art, and church music
 sacraments
th
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
key points of dogma in accordance with the Nicene-Constantinopolitan confession of faith
Grade 7
Objectives:
The student will
 familiarize oneself with the main features of the history of the Orthodox Church
 find out about the past and present of the Finland's Orthodox Church
 familiarize him/herself with the history of Orthodox Helsinki
 know Christian churches and communities active in Helsinki
 understand ecumenical thinking
Themes: growth as a person, cultural identity and internationality, communication and media skills, participatory citizenship and
entrepreneurship, responsibility for the environment, wellbeing and sustainable development
Contents:
 the key issues about the birth and development of Christianity
 Orthodox Finland
 Orthodox Helsinki
 denominations, Christian communities and ecumenicalism
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Grade 8
Objectives:
The student will
 become acquainted with the main world religions
 value people who believe and think in different ways
 become aware of the factors affecting the formation of his/her world view and understand the importance of religion and
ethical view in the life of the individual and community
Themes: growth as a person, cultural identity and internationality, communication and media skills, participatory citizenship and
entrepreneurship, responsibility for the environment, wellbeing and sustainable development, safety and traffic
Contents:
 geographic distribution of the world religions, their relative sizes, basic beliefs and the main features of religious life
 dimensions of religion and impacts on the individual, community, and culture
Grade 9
Objectives:
The student will
 know the main concepts of ethical thinking and the foundations of Orthodox ethics and can apply these in one's ethical
contemplation and activities
 strengthen and deepen his/her Orthodox identity and understand the dimension of holiness in life
 know how to value people who believe and think differently
Themes: growth as a person, cultural identity and internationality, communication and media skills, participatory citizenship and
entrepreneurship, responsibility for the environment, wellbeing and sustainable development, safety and traffic, human being and
technology
Contents:
 the Orthodox conception of a person
 identification, contemplation and application of ethical norms, principles and values
 the ethics of the Ten Commandments and the Sermon on the Mount
 the ethical dimensions of sacraments
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Work methods:
In the instruction, diverse and appropriate work methods are employed. The work methods are discussion, pair and group work,
work lead by the teacher, written tasks and presentations. The instruction is enlivened, e.g. with icons, other picture material,
audio-visual material, drama, study visits, visitors in the class, music, and visits to the church.
Assessment
The student is assessed in his/her own progress and in relation to the progress of others. The assessment criteria employed
consists of the student's activity during classes, work book activities, project work and written exams.
Final assessment criteria for a grade of 8:
The student will be able to acquire knowledge of the Orthodox faith
The student will
 know about the Orthodox church year's traditions of fasts and feasts and be able to adhere to the church year
 know the tradition of the Orthodox worship service
 has formed a general image of the Church's doctrine for him/herself
 know the sacraments and other sacred rites and their meaning
 know the Church's ethical teaching and be able to apply it to one's own life.
The student will know about the Bible's creation and main contents
The student will
 know the internal structure of the Bible
 understand the Bible's proclamation of salvation
 understand the Bible as a part of the Church's tradition
 know about the Bible's use in the Christian's everyday life and recognize the liturgical use of biblical books
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The student will know how to apply religious knowledge
The student will
 know the reasons for the birth, expansion and division of the Christian Church
 know how to locate the Orthodox Church of Finland as a part of the worldwide Church
 know the Orthodox Church of Finland's history and its influence on the present day
 know about the activity of his/her own parish
 know ecclesiastical organizations and their activities
 know about the administration of the Orthodox Church of Finland
The student will know about world religions
The student will
 understand the meaning of religion to the individual
 identify the major world religions
 know how to respect people who believe and think differently.
9.3.1.5.3 OTHER RELIGIONS
The City of Helsinki takes the responsibility for organizing the instruction and curricula for other religions in a centralized manner.
9.3.1.5.4 ETHICS
Introduction:
As a subject, ethics is a multidisciplinary whole in terms of its foundation. Its starting points
include philosophy, the social sciences, and cultural studies. In ethics instruction, people
are understood as players who renew and create their cultures, who experience and
produce meaning in their mutual interaction. In the instruction, personal philosophies,
humane practices and the meanings associated to them are viewed as products of
interaction among individuals, communities, and their cultural inheritance. Ethics
instruction emphasizes the ability of people to study their world and direct their lives
actively.
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The task of the instruction is to give the students the materials to grow into independent,
tolerant, responsible, and judicious members of their society. Instruction in ethics supports
growth into full, democratic citizenship, which, in a globalizing and swiftly changing society,
requires an ability to think and act ethically, broad related knowledge and skills, and the
accumulation of general education in culture and personal world view. Instruction in ethics
is guided by a sense of the students having opportunities to grow into free, equal, and
critical creators of good life.
Common objectives for grades 1–5
The core task of instruction is to support the students' growth and give them tools for
investigating and developing their philosophies of life and conceptions of the world.
The objective is to further the students' efforts to
 look for and develop their identities and philosophies of life, and thereby to learn
perceive wholes, learn to encounter uncertainty, and develop their skills in
expressing themselves
 develop their critical faculties and their capabilities for ethical action, learn to notice
the ethical dimensions of the situations they encounter from day to day, and utilize
both skills in ethical thought and philosophical judgment
 gain an introduction to the principles of human rights, tolerance, justice, and
sustainable development, and learn to assume responsibility for themselves, other
people, the community, and nature
 gain an introduction to the cultures and personal world views in their immediate
environment
Themes in grades 1–6
It is characteristics of ethics to examine things studied from the viewpoints of many fields
of sciences and different cultures. In many of the ethics' contents and objectives there are
similarities with the themes described in Section 7.1. The themes are realized both within
a subject and, where possible, between different subjects. These themes are not
assessed as such, but are subjected to evaluation through various ethics' tasks and
project work.
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The subject areas of ethics and the themes closely connected with them are listed in the
following according to the objectives:

Human relations and moral growth and one's growth as a person: human growth,
evaluation of the ethicality of actions, the importance of ethical experiences to the
quality of life, being a member of a group or a society
 Self-knowledge and cultural identity Cultural identity and internationalism:
appreciation of one's own cultural heritage, Finnishness, Nordic dimension, being
European, generations, other cultures and world views, acting in a multicultural
environment, components of cultural identity
 The community and human rights Participatory citizenship and entrepreneurship:
activities and needs of different communities from the perspective of the
functioning of society, forming one's own critical opinions, management of issues
involving responsibility, dealing with change, uncertainty and conflicts, showing
initiative, perseverance, evaluation of one's own activities
 Safety and traffic: Non-violence, constructive actions in bullying situations, society's
welfare services
 Media skills and communication: Ethical values in communication
 The individual and the world, responsibility for the environment, wellbeing, and a
sustainable future necessity for environmental protection from the viewpoint of
human welfare, acting for the good of our living environment and to increase our
wellbeing, sustainable development, common future
 Technology and the individual: responsible use of technology, technology choices
and their effect on future
1st and 2nd grades' objectives: common
areas of emphasis
The areas of emphasis for objectives have
not been separated grade wise. They are
the same in both of the grades and
emphasized according to the principle of
1st and 2nd grades: key contents
The educational contents are mainly
processed according to the principle of split
sessions, in which the subject area is
repeated every other year. The age
distribution within the groups affects the
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biyearly split sessions.
emphases of the educational contents and
the use of instruction methods.
At the start of even-numbered school years
the following contents are studied:
Human relations and moral growth:
Concept management and use:
The student will

be able to evaluate different moral
demands of situations related to one's
own life and moral justifications of
one's deed
 understand it is wrong to act against
the principles one has accepted
Information acquisition and application:
The student will


be able to examine, together with
other people, moral dilemmas and
accept the existence of different
approaches to deal with them
understand that there are non-violent
solutions for conflicts
Self-knowledge and cultural identity
Concept management and use:
The student will
 recognize ethical questions relevant
to his/her age group
 be able to use the subject's main
concepts (world view, culture,
Human relations and moral growth:
 how to meet another person and how
to see the life from his/her viewpoint
School and everyday home
situations, for example, when a new
student arrives in the class or when
visiting somewhere
 good, right and wrong, knowing right
from wrong: conscience, school and
home rules, defending one's own
principles, making decisions and
agreements and abiding by them
 contents of friendship and their
importance in life: attributes of a good
friend, what can you do with your
friend, Saint Valentine's Day
 justice: how would we ourselves like
to be treated, fair play, deeds –
reasons and justifications for them
 tolerance: different people – different
concepts, how we are different,
different ways – same aim
Self-knowledge and cultural identity
 who I am and what I can do: my
ethics group, what we do during our
free time, what school tasks are to
my liking, my family
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
minority) in guided situations limited
to one's own environment
Information acquisition and application:
The student will
 venture to present one's own opinions
and understand that these views must
be explained
 discern the importance of freedom to
form a world view for one's own life
 recognize and perceive Finnishness,
Finnish customs and culture
The community and human rights
Concept management and use:
The student will
 know the basic things about the
principles of human rights, tolerance
and justice in situations related to
one's own life
Information acquisition and application:
The student will
 understand the importance of
common rules and regulations
 understand individual responsibility
and try to apply it
The individual and the world
Concept management and use:
The student will
 know the basics of various
explanations about the world and the
place of human in it

different lifestyles: celebrations in
different seasons and different ways
to celebrate, what puts me in a good
mood, different nationalities in our
school
Finnish customs: feasting customs in
accordance with the yearly cycle,
birthdays and namedays
 world's cultural heritage: life in
neighbouring countries, greetings,
what schooling is like in the
neighbouring countries, fairy tales
and plays
The community and human rights
 basics of living together, rule,
agreement, promise, honesty and fair
play
 basics of ethics from the viewpoint of
everyday situations (equality,
reciprocity, empathy), moral
justification for a deed, purpose and
result of a deed
The individual and the world
 neighbourhood and the nature in its
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Information acquisition and application:
The student will
 understand the importance of nature
and environment for humans
 know how to respect nature in one's
actions and have assumed some of
the principles of sustainable
development
immediate environment, lifeless and
live objects: pets, looking after pets,
nature in a city environment
 birth, life and death in nature,
customs and tales related to the
course of life in different cultures
At the start of odd-numbered school
years the following contents are studied:
Human relations and moral growth:
 how to meet another person and how
to see the life from his/her viewpoint:
friendship and empathy
 good, right and wrong, knowing right
from wrong, human goodness
 contents of friendship and their
importance in life: a good friend,
friendliness
 justice, realization of justice in
everyday life, opulence and poverty
in the world: fair – unfair, sticking to
your rights and how to defend them,
taking care of one's responsibilities
 freedom of religion and ethical world
view, tolerance and discrimination:
different stories in our school, how
would you like to be treated
 good life, responsibility and freedom
in life: some of the student's
responsibilities, wishes and how to
make them true, how one can
influence the wishes to make them
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become true
Self-knowledge and cultural identity
 who I am and what I can do, life
course and ambitions: situations in
which I felt proud of myself, in which
we are good
 different ways of life, tolerance and
multiculturalism in one's own area of
life: internationalism and
interculturalism in our school
 Finnish culture, cultures of the
neighbouring countries
 life philosophy, belief, guess, and
understanding
The community and human rights
 basics of living together, rule,
agreement, promise, honesty and fair
play
 children's rights, right and
responsibility
 equality, peace and democracy from
the perspective of one's own area of
life, visions and hopes regarding
future
 basics of ethics (what is good and
correct, why to regard something
wrong), a deed's moral justification,
the purpose of a deed and its
consequences, ethical problems in
my own life and solutions for them
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The individual and the world
environment and nature, lifeless and
live things, beauty in nature:
 stories about the creation of the life
and world and one's own conceptions
about them, what is known about the
birth of the life and world, the planet
Earth, birth, life and death in nature
 nature and experiences and
adventures related to it, nature in
stories, sustainable development in
solutions related to everyday life,
different living environments, in
Finland and in the neighbouring
countries

3rd and 4th grades' objectives: common
areas of emphasis
The areas of emphasis for objectives have
not been separated grade wise. They are
the same for both of the grades and
emphasized according to the principle of
split sessions.
3rd and 4th grades: key contents
The educational contents are mainly
processed according to the principle of split
sessions, in which the subject area is
repeated every other year. The age
distribution within the groups affects the
emphases of the educational contents and
the use of instruction methods.
At the start of even-numbered school
years the following contents are studied:
Human relations and moral growth:
Concept management and use:
The student will
be able to evaluate different moral demands
Human relations and moral growth:
 how to meet another person and how
to see the life from his/her viewpoint
positive solutions to disputes, how to
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of situations related to one's own life and
moral justifications of one's deed
understand it is wrong to act against the
principles one has accepted
Information acquisition and application:
The student will
 be able to examine, together with
other people, moral dilemmas and
accept the existence of different
approaches to deal with them
 understand that there are non-violent
solutions for conflicts
Self-knowledge and cultural identity
Concept management and use:
The student will
 recognize ethical questions relevant
to his/her age group
 be able to use a subject's main
concepts (world view, culture,
minority) in guided situations limited
to one's own environment
Information acquisition and application:
The student will
 venture to present one's own opinions
and understand that these views must
be explained
 be able to discern the importance of
freedom to form a world view for
one's own life
 knows how to perceive Finnishness
as a part of the world's cultural variety
present things, and being assessed
by others
 contents of friendship and their
importance in life: what kind of friend
I would like to be, what I hope from
my friends, one can trust one's friend
 realization of justice in everyday life:
tasks of home, equality and
reciprocation
 good life, responsibility and freedom
in life: everyone is responsible for
one's own deeds, which makes me
satisfied
Self-knowledge and cultural identity
 who I am and what I can do: how I
have changed during my school
years, visions for future, hobbies
 different lifestyles, tolerance, life and
customs in the Nordic countries
 Finnish culture: life in Finland in
different times and in different areas,
Finnish minorities
 belief, guess, information, and
understanding
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The community and human rights
Concept management and use:
The student will
 know many of the principles of human
rights, and the basics of tolerance
and justice
Information acquisition and application:
The student will
 understand the importance of
common rules and regulations
 understand individual responsibility
and that the individual belongs to
different communities
The individual and the world
Concept management and use:
The student will
 know various explanations about the
world and the place of human in it
 know customs related to different life
stages in Finnish culture
Information acquisition and application:
The student will
 understand the importance of nature
and environment for humans
 know how to respect nature in one's
actions and have assumed some of
the principles of sustainable
development
The community and human rights
 basics of living together, rule,
agreement, promise, trust, honesty
and fair play, the Golden Rule
 right and responsibility: it is important
to stick to one's rights, positive ways
to influence
 basics of ethics, moral justification for
a deed, purpose and consequence of
a deed
The individual and the world
 lifeless and live things, beauty in
nature
 birth, life and death in nature,
different forms of life
 the birth and development of life,
stories about the creation of the
world, the Earth and the Universe.
 future of life and sustainable
development
At the start of odd-numbered school
years the following contents are studied:
Human relations and moral growth:
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
how to meet another person and how
to see the life from his/her viewpoint
life stories from children's and youth
literature
 knowing right from wrong, human
goodness: activities of organizations
of human rights and those of nature
conservation
 contents of friendship and their
importance in life: Friends and free
time, friendship needs maintenance,
stories about friendship
 tolerance, discrimination, religious
freedom
 good life, responsibility and freedom
in life: examples about good life and
assuming one's responsibilities
Self-knowledge and cultural identity
 hopes: dream jobs, future visions
 different lifestyles, tolerance: my own
story, other people's life stories,
memories
 Finnish culture: independence,
Finnishness, Finnish minorities
 world view, different world views:
examples of world views through
person's histories and historical
personalities, what an ethical world
view means and what it covers, what
my own philosophical view of the
world and life could be like
The community and human rights
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
basics of living together, the Golden
Rule: "Act in a way that your action
could function as a general law"
 right and responsibility: children's and
youths' rights and responsibilities,
children's rights
 equality and peace: equal treatment
at school, equality and minorities, the
UN as the defender of equality and
justice and as a peace organization
 basics of ethics, moral justification for
a deed, purpose and consequence of
a deed
The individual and the world
 lifeless and live things, beauty in
nature
 birth, life and death: situations related
to a course of life as described by
arts
 the birth and development of life,
stories about the creation of the
world, the Earth and the Universe:
what we know about the universe
and the development of life from the
viewpoint of science
 future of nature and sustainable
development: the principle of
sustained development and
examples about how to implement it
5th grade's
emphasis
objectives:
areas
of 5th grade: key contents
The
educational
contents
Themes on the 5th grade
are mainly Approaches to Learning
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The areas of emphasis for objectives have
not been separated grade by grade. They
are the same for all the grades and
emphasized according to the principle of
split sessions in grades 1-2 and grades 34.
Human relations and moral growth:
Concept management and use:
The student will
 be able to assess moral demands
of various situations and moral
justifications for actions
 understand it is wrong to act
against the principles one has
accepted
Information acquisition and application:
The student will
 be able to examine, together with
other people, moral dilemmas and
accept the existence of different
approaches to deal with them
 understand that there are nonviolent solutions for conflicts
processed according to the principle of
- Development of critical thinking
split sessions, in which the subject area is
repeated every other year. The age Guiding questions connecting different
distribution within the groups affects the subjects
emphases of the educational contents and
- How to learn to evaluate one's
the use of instruction methods.
own actions and take the
responsibility for them?
Human relations and moral growth:
Environments
 how to meet another person and
- Different lifestyles
how to see the life from his/her
- Multiculturalism
viewpoint puberty, young people
- Tolerance
and adults
- World heritage and environment
 knowing right from wrong, human
- Sustainable development
goodness
 the meaning and content of
Guiding questions connecting different
friendship in life
subjects
 realization of justice wealth and
- How does a human being make
poverty in the world
use of one's environment?
 freedom of thought, freedom of
How to live taking others into
religion and personal philosophy,
consideration?
tolerance and discrimination
 a good life, value and norm
Human Ingenuity
Self-knowledge and cultural identity
Concept management and use:
Self-knowledge and cultural identity
The student will
 stages of life and hopes
 recognize ethical questions relevant
 different ways of life, tolerance and
to his/her age group
multiculturalism
 be able to use a study subject's
 the world cultural heritage: The
main concepts (world view, culture,
fortress of Suomenlinna
minority)
 different ethical and world views:
-
Freedom of religion and freedom
of one's own opinion
World's cultural heritage
Conception of time and its impact
on human life
Guiding questions connecting different
subjects
- Who has the right to decide about
human affairs?
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Information acquisition and application:
The student will
 venture to present one's own
opinions and understand that these
views must be explained
 be able to discern the importance of
freedom to form a world view for
one's own life
 knows how to perceive Finnishness
as a part of the world's cultural
variety
The community and human rights
Concept management and use:
The student will
 know many of the principles of
human rights, and the basics of
tolerance and justice
Information acquisition and application:
The student will
 understand the importance of
common rules and regulations
 understand individual responsibility
and that the individual belongs to
different communities
The individual and the world
Concept management and use:
The student will
 know various explanations about
the world and the place of human in
it
non-religious and religious;
knowledge as the base for the
world view
-
What do cultures tell us?
Health and Social Education
- Good life, value and norm,
responsibility and freedom in life
- Ethical questions and solutions in
one's own life
Guiding questions connecting different
subjects
- Who am I?
The community and human rights
 basics of living together, rule,
agreement, promise, trust, honesty
and fair play, the Golden Rule
 human rights United Nations'
proclamation of human rights,
human rights in everyday life,
examples of realization of human
rights in different times
 equality and democracy, the future
world
 basics of ethics, an action's moral
justification, the purpose of an
action and its consequences,
ethical problems in my own life and
solutions for them
Community and Service
- Justice in everyday life
- Wealth and poverty in the world
- Children's rights and
responsibilities
- Human rights
- Finnish culture
Guiding questions connecting different
subjects
- How do I know what is right?
- What kinds of communities do I
belong to and how should I act for
their benefit?
- How do communities regulate
people's lives?
The individual and the world
 lifeless and living things, beauty in
nature
 the Universe, stories about the
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
know customs related to different
life stages in Finnish culture
Information acquisition and application:
The student will
 understand the importance of
nature and environment for humans
 know how to respect nature in one's
actions and will have assumed
some of the principles of
sustainable development



creation of the world
origin and evolution of life evolution
future of nature and sustainable
development: the principle of
sustained development in our own
area of life
different conceptions about time
and their significance in the life of a
human being, world heritage:
repeating and unique
Work methods:
The work methods characteristic to the study subject are described in the section following the part dealing with the ninth grade.
Assessment
The assessment criteria and methods for the study subject are described in the section on work methods following the part dealing
with the ninth grade.
Description of good performance at the end of the 5th grade
Human relations and moral growth:
The student will
 be able to assess moral demands of various situations and moral justification for an action
 understand it is wrong to act against the principles one has accepted
 be able to examine, together with other people, moral dilemmas and accept the existence of different approaches to deal
with them
 understand that there are non-violent solutions for conflicts to be found.
Self-knowledge and cultural identity
The student will
 recognize ethical questions
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



be able to use a study subject's main concepts (world view, culture, minority)
venture to present one's own opinions and understand that these views must be explained
be able to discern the importance of freedom to form a world view for one's own life
know how to perceive Finnishness as a part of the world's cultural variety.
The community and human rights
The student will
 know many of the principles of human rights, and the basics of tolerance and justice
 understand the importance of common rules and regulations
 understand individual responsibility and that the individual belongs to different communities.
The individual and the world
The student will
 know various explanations about the world and the place of human in it
 understand the importance of nature and environment for humans
 know how to respect nature in one's actions and will have assumed some of the principles of sustainable development.
COMMON OBJECTIVES FOR GRADES 6–9
The realization of the objectives set for the studies of the sixth grade will continue in studies from the seventh through ninth grade.
The criteria for good performance in the ninth grade are applied in the assessment where applicable. The extent of the ethics
instruction is two weekly lessons per year in accordance with the distribution of lesson hours in Helsinki.
The objective, in grades 6–9, is to further the student's efforts to
 look for and develop one's identity and philosophy of life, and thereby to learn perceive wholes, learn to encounter uncertainty,
and develop one's skills in expressing oneself and one's outlook on life
 develop one's critical faculties and capabilities for ethical action, learn to notice the ethical dimensions of the situations
encountered from day to day, and utilize both skills in ethical thought and philosophical judgment
 adopt and internalize the principles of human rights, tolerance, global justice, and sustainable development, and learn to
assume responsibility for oneself, other people, the community, and nature
 broaden one's general philosophical and cultural education; get to know the values, belief systems and solutions to
philosophical problems considered important in different cultures, as well as the background and dissemination of those
phenomena, and learn to evaluate the impacts of the sciences on how we live.
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6th grade: key objectives








6th grade: key contents
Citizenship and a good society
in accordance with the objectives
in grades 6–9
 fundamentals of social theory,
democracy
practice in expressing an opinion
and justifying it
 concepts such as rights and
obligations, responsibility, equality,
practice in perceiving wholes
history of the development of
practice in analyzing everyday
human rights
situations and getting to know one's
own possibilities in influencing
Sustainable development
others
 concepts
learning to know human rights as a
 the effect of one's own choices
concept, familiarization with current
topics
 acting as a citizen and politics
learning to know sustainable
 concepts such as citizen
development as a concept,
participation, civic society
familiarization with current topics
 civic organizations
introduction to other cultures
 one's own possibilities to influence
considering the importance of
technology and sciences in
A world of philosophies
everyday life
 history of world views, freedom of
religion and belief
 history of Western thought
Knowledge and research
 the dawn of the modern era from
the perspective of world views
 the importance of technology
Natural and supernatural
 concepts such as supernaturalism,
holiness, taboos, impurity, myths
Themes on the 6th grade
Approaches to Learning
 Critical thinking
 study skills and long-term,
purposeful self-development
Guiding questions connecting different
subjects
- How do I learn how to learn?
- How do I justify my viewpoints and
share what I have learnt?
Environments
 Sustainable development
 The responsibility of the individual
and society about the state of the
environment
 Environmental values and
sustainable way of life
Guiding questions connecting different
subjects
- How does environment affect
peoples' decisions?
- How do I learn to act responsibly in
the environment?

Human Ingenuity



Cultural achievements
Research into the future
Symbolism in different cultures
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
and rites
point of view, atheism
Religion and non-religiousness
 religion and non-religiousness
 Kalevala mythology, Sami people
and shamanism
 Finnish non-religious thought
Personal philosophy of life
 questions related to one's own life,
and everyday issues
 ethical questions
Guiding questions connecting different
subjects
 How have humans adapted to
different living circumstances and
created different cultures?
 How is human inventiveness shown
in different subjects and areas?

Health and Social Education
 operation models that promote
health, safety, non-violence and
peace
Guiding questions connecting different
subjects
- How to act in a safe manner?
- What guides me?
Community and Service
 Fundamentals of social theory,
democracy
 Acting as a citizen
 Common rules of the game
 Finnish culture
 Multiculturalism, internationalism
 Children's rights and responsibilities
 Human rights, justice, equality

Guiding questions connecting different
subjects
 How do communities function?
 How do humans act as members of
communities?
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
Work methods:
The instruction aims to help the students to find the fundamentals of good life by themselves by investigating, discussing and
becoming familiar with different ways to resolve and face ethical questions. The instruction emphasizes the aim to support the
student's possibilities to make choices related to one's own life by providing opportunities for contemplation, description and narration.
The study approach is largely investigative and constructive. Investigation of viewpoints and ethical questions provides perspectives
to analyze possible, probable and desired alternatives in moral questions related to one's own sphere of life. The purpose is to create,
straight from the beginning, a study method that is self-directing, investigative and interactive.
Work methods are to be selected in accordance with the subject matter. Discussion and dialogue as well as short plays and other
joint productions are work methods that are used most often. Information technology and other electronics technology are used to
support learning as far as possible.
Objectives for grades 7–9
Contents
The objective is to further the student's
efforts to
 look for and develop his/her identity
and philosophy of life, and thereby
to learn perceive wholes, learn to
encounter uncertainty, and develop
one's skills in expressing oneself
and one's outlook on life.
 develop his/her critical faculties
Study modules that can be taught as 7th grade
courses include materials that go deeper
into the subject matter dealt in grades 1–
5: human relations and moral growth, selfknowledge
and
cultural
identity, Approaches to Learning
community and human rights as well as
- what is ethics?
the human being and the world.
7th grade
Themes
Guiding questions connecting different
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

and capabilities for ethical action,
learn to notice the ethical
dimensions of the situations
encountered from day to day, and
utilize skills in ethical thought and
in philosophical judgment
embrace and internalize the
principles of human rights,
tolerance, worldwide justice, and
sustainable development, and
learn to assume responsibility for
oneself, other people, the
community, and nature
broaden his/her general
philosophical and cultural
education; get to know the values,
belief systems and solutions to
philosophical problems considered
important in different cultures, as
well as the background and
dissemination of those
phenomena, and learn to evaluate
the impacts of the sciences on how
we live.
subjects
Citizenship and a good society
- How to study in Ressu?
Politics
 politics as management of common
concerns
Environments
 political views (e.g. liberalism,
socialism)
- Responsibility for the environment,
 current political party map
wellbeing, and a sustainable future
 young people's political activity
- responsibility of the individual and
 fundamentals of social theory,
society about the state of the
democracy
environment and wellbeing of
people
A world of philosophies
 Freedom of religion and belief
 the meaning of freedom of religion Guiding questions connecting different
and belief, freedom of these
subjects
viewpoints and opinions as a
human right
- How does a human being make
 What is ethics?
use of one's environment and
 the concept of ethical viewpoint,
function within it?
development of one's ethical
conception of the world
Human Ingenuity
 the concept of personal view or
philosophy: philosophy of life,
- cultural differences and
ethical world view and ethical
multiculturalism
conception of the world
different cultures
 the intellectual foundation of one's
- Finnish culture
ethical viewpoint (science and
belief under consideration)
Culture
 Culture and the community
 the concept of culture
Guiding questions connecting different
subjects
-
Why is it good to know different
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
cultures, and how do cultures
meet?
research on culture
Tolerance
 cultural differences and
multiculturalism
 different cultures
 the concept of tolerance (enduring
and esteeming)
 tolerance as a support for peace
 one's personal growth towards
tolerance
 the question of cultural relativism
Health and Social Education
-
freedom of beliefs and viewpoints
and the concept of personal view
or philosophy:
Guiding questions connecting different
Finnish culture
subjects
 the main features and history of
European culture (Greece, Rome,
- Who am I, and how do I look after
Christianity, synthesis of the Middle
myself?
Ages, enlightenment,
Romanticism)
Community and Service
 high culture, workers' culture and
youth culture in Finland
- tolerance
 media and modern culture
- politics
 Non-religious customs in Finland
8th grade
Citizenship and a good society
 concepts of social theory (power,
justice, social contract)
 the concept of democracy and its
development (antique democracy,
enlightenment, Montesquieu's trias
Guiding questions connecting different
subjects
-
Why is it important to accept
differences?
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

politica)
forms of democracy (direct and
representational)
questions of modern democracy
(human rights, positive and
negative freedom)
Sustainable development
 What are sustainable development,
renewable natural resources and
the balance of nature?
 listed nature sites in UNESCO's
world heritage programme
 activities supporting sustainable
development (consumers' choices,
recycling, activities of civic
organisations)
A world of philosophies
 different systems of religious
philosophies (e.g., introduction to
and comparison between world
religions originating from the
Middle East and India)
 non-religious world views, e.g.,
humanism
 personal choice of one's world view
 possible introduction to
Prometheus camps
Religion and non-religiousness in Finland
 Kalevala mythology and beliefs
 Sami people and shamanism
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

Christianity in Finland (its arrival in
Finland, the tradition of the Old
Lutheran Church, pietism and
revivalist movements, the Orthodox
Church, current situation, the
relationship between the Church
and the State)
Finnish non-religious thought
Natural and supernatural
 the concept of naturalness
 phenomena and explanations
 different ways to view supernatural
phenomena (theism, atheism,
agnosticism)
 supernaturalism, holiness, taboos,
myths and rites
 different religions and their history
Culture
 the relationship between
community and culture
 the concept of minority
 different minorities
 protection of minorities
9th grade
Citizenship and a good society
 civic disobedience
 the problem of terrorism
Themes
8th grade
Environments
-
sustainable development
UNESCO
activities supporting sustainable
development
Guiding questions connecting different
subjects
-
What is sustainable development?
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A world of philosophies
 freedom of beliefs and opinions in
Finland and the current legislation
 current questions related to
freedom of religion, beliefs and
expression of thoughts
Culture
 Culture and nature
 human as a natural and cultural
being
 conceptions about the relationship
between the individual and nature:
humanistic, utilitarian, mystical and
nature-centred
 main orientations of the cultural
history (prehistory, fire, Neolithic
revolution and industrial revolution,
writing and art of printing,
information technology)
 the position of nature in various
cultures
Ethics and a good life
 main orientations of ethics
 moral growth of young people
 goodness and other values,
intrinsic value and instrumental
value
 ethics of consequence,
responsibility and virtue
 golden rule
Human Ingenuity
-
different systems of philosophies
religion and non-religiousness in
Finland
Guiding questions connecting different
subjects
-
How are different cultures born,
and how to understand them?
Health and Social Education
-
personal choice of one's world view
Guiding questions connecting different
subjects
-
How to act while listening to
yourself and others?
Community and Service
-
citizenship and a good society
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

moral dilemmas (Heinz, life boat,
etc.)
practical problems in young
people's lives
-
religion and non-religiousness in
Finland
Guiding questions connecting different
Multiculturalism and other questions of subjects
modern ethics
- How do we influence?
 diversity of cultures and moral
traditions
- What are the consequences of our
 Western multiculturalism
deeds?
 relativism and its problems
 examples of the fundamental
- How does the Finnish community affect
questions of ethics in modern times
us?
Ethics of human rights
 rights and responsibilities
 human dignity as the basis for
morals
 history of human rights
 proclamations of UN
 types of human rights
 humanist manifestos
 rights at school
 distribution of wellbeing and
affluence
Environmental ethics
 human-centredness v naturecentredness
 animal rights
 communal and individual
responsibility
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Future
 acting for the benefit of the future
 research into the future as a
branch of science
 future and responsibility
 world heritage and its conservation
My future
 dreams and visions
 what can I influence: determinism
and indeterminism
 planning of the future
 questions from various age groups
 comparison between one's own
future and that of the world
Future society
 Decision-making about the future in
society
 threats and opportunities
 utopia and dystopia
 sci-fi
 Finland in 2017 and other
scenarios
Nature's future
 different conceptions about time
(linear, cyclic)
 nature protection
 different organisations
 e.g., astronomical future views
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9th grade
Approaches to Learning
Guiding questions connecting different
subjects
-
How to evaluate and reflect upon
one's own learning?
Environments
-
environmental ethics
nature's future
Guiding questions connecting different
subjects
-
-
How to support sustainable
development with one's own
selections and actions?
What is global environment and
how has it changed during time?
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Human Ingenuity
-
a world of philosophies
culture and nature
human as a natural and cultural
being
multiculturalism
Guiding questions connecting different
subjects
-
What do cultures tell us, and how
do they complement each other?
What can Finnish culture offer to us
and to other cultures?
Am I an individual who acts
ethically?
Health and Social Education
-
ethics and a good life
basic questions of modern ethics
moral growth of young people
my future
Guiding questions connecting different
subjects
-
What kinds of ethical choices do
humans face during their life?
How do my decisions influence the
world?
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Community and Service
-
citizenship and a good society
ethics of human rights
future society
Guiding questions connecting different
subjects
-
How to learn to engage actively as
a member of my communities?
What kinds of communities are
there in today's world?
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Assessment
Assessment is continuous in ethics. The aim is that the student will assess his/her own work, actions and thoughts in accordance
with the starting points of the study subject, i.e., critically, logically, consistently and systematically. The student will get feedback and
support in the assessment from the rest of the group and the teacher. The assessment conducted by the teacher can be based, in
addition to class work, on different written tasks and exams. To move to the next grade, the student has to master the core contents
of the subject related to his/her grade at least adequately.
The parent or the guardian will receive information about the child's progress in assessment discussions and in intermediate and
school year reports.
Final assessment criteria for a grade of 8
Human relations and moral growth:
The student will
 be able to see the connection between value choices and a good life
 recognize the basic perspectives of ethics, such as the intentionality of an action, the purpose of its perpetrator, taking the
consequences of that action into account, and perspectives on rights and responsibilities
 be capable of recognizing the ethical perspective on a moral dilemma and presenting an ethical solution to that dilemma
 be capable of noticing the ethical dimensions of everyday life, art, the media, or other spheres of life; and be able to explain
the difference between a judgment that is ethically more developed and a judgment that is ethically less developed.
Self-knowledge and cultural identity
The student will
 recognize and be able to describe the essential features and developmental courses of the main world views and cultures
 be capable of relating various cultural concepts and symbols to different philosophical traditions
 understand the difference between a secular and religious world view
 know how to use cultural concepts he/she has learned, and be able to obtain information about various world views.
The community and human rights
The student will
 know the main features of human and civil rights and be capable of explaining the difference between them
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9.3.1.5.5 HISTORY
Introduction:
A person who does not know history will find it hard to know him/herself and the modern times. History aims to provide one with
some basics to form a world view. History and social studies help us to understand and analyze our time as a continuum from the
past. Considering various phenomena helps us to think, analyze and, above all, understand the individual and society in the history
as well as in the modern society. Since history teaches us life, the aim is to bring up unprejudiced "world citizens" who have
internalized the Finnish cultural identity and are aware of their own origins.
Common objectives for grades 5–6
The aim of the instruction in history is to provide the student with information and experiences with the help of which he/she can
become familiar with the history of Finland and his/her home region. Introduction to general history creates dimensions along
Europeaness, differences in cultures and the world history. The viewpoint of history is cultural, economic and political, i.e., the
student will be familiarized with critical and many-sided consideration and activity.
The status of Helsinki as the capital city and Helsinki's culture will be used as a part of the study of history and social science as far
as possible.
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Common objectives for grades 5–6
The student will learn to

understand that historical information consists of interpretations of historians which may
change as new sources or methods of examination emerge

understand various ways of dividing history into eras and correctly use the concepts of
prehistory, history, antiquity, the Middle Ages, and the modern era

recognize changes in the history of one's own family or home region

depict changes that are seen as having had a fundamental impact on human life

identify the continuity of history with the aid of examples

present reasons and consequences for changes
5th grade's objectives: areas of emphasis 5th grade: key contents
Themes on the 5th grade
Own roots and historical knowledge
The student will





history of the student's own family,
school and local district
investigation and interpretation of the
meanings of recollections, writings,
objects, images, and the constructed
environment
Approaches to Learning
 Information acquisition skills
 Chronology

understand his/her position in the
Guiding questions connecting different
chain of generations
subjects
understand the concept of historical
 How to study different subjects?
time and historical source
 How do I get and apply knowledge?
understand that the past opens up via Prehistoric times
 How to express myself?
historical sources
 characteristics of settlement and cultural
recognize changes in the history of
Environments
development in Finland
one's own family or home region and
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



describe them
come to understand the way history is
divided into eras (prehistory, antiquity,
the Middle Ages, the modern era)
understand the importance of the
birth of farming in human life
know about the early stages of
Finnish culture
identify turning points in the history of
Finland and Europe

living conditions of Stone Age people
 Settlement of Finland
and changes in those conditions as a
 Prehistoric eras
result of the invention of bronze and iron
 impacts on human life of the
Guiding questions connecting different
commencement of farming, emergence subjects
of states, and invention of writing
 What kinds of living environments do
 introduction to the world of the era
humans have?
through, for example, Viking journeys
Human Ingenuity
The Middle Ages
 Development of cultures: farming,
 impacts of religion on human life; the
literacy
unequal social status of people
 Cause-and-effect relationships
 Annexation of Finland to the sphere of
 Changes in the world view and
Sweden's and Western influence from
values
the standpoint of Finns
 The similarity of life of people of the
Guiding questions connecting different
Middle Ages in Finland and other parts
subjects
of Europe
 Who has the right to decide about
human affairs?
 What do cultures tell us?
Modern era
Health and Social Education
 centralization of administration and
 Own roots
homogenous culture during the reign of
Vasa dynasty
Guiding questions connecting different
 cultural and economic life during the time subjects
of Swedish Empire which included
 Who am I?
Finland at that time
 The weakening of the position of
Community and Service
Sweden from the 1700s to the 1800s
 Impact of religion on human life
from the standpoint of Finland
 Annexation of Finland to Sweden
 life and the means of livelihood of people
 The homogenous culture of Catholic
in Finland
Europe
 the Gustavian era in culture
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6th grade's objectives: areas of
emphasis
The influence of Viapori (Fortress of
Suomenlinna) for Helsinki and the rest of
the country
Guiding questions connecting different
subjects
 What kinds of communities do I
belong to and how should I act for
their benefit?
 How do communities regulate
people's lives?
6th grade, key contents:
Themes on the 6th grade:
Prehistoric times
 impacts on human life of the
The student will
commencement of farming, emergence
of states, and invention of writing
 understand the importance of the
birth of farming in human life
 common features of the most important
river cultures, especially those of Egypt
 recognize factors causing changes in
the past and today (e.g., wars,
the birth of European civilization
science, religions, ideologies)
 be able to use the basic concepts of  the Greek world in the eastern
Mediterranean and its impact as the
history and the language of history
base of Western civilization
 understand the impact of religions on
the everyday life of the people in the  the most important poleis (city-states),
Athens and Sparta, and their culture
past and on societal changes

the rise of Rome to world power
 identify turning points in the history of
Europe and the rest of the world
 the importance of Rome as a mediator of
culture
 achievements of cultures of other
continents (China, Islam, Indian cultures
of southern America)
Approaches to Learning
 Information acquisition skills
 Chronology
Guiding questions connecting different
subjects
 How do I learn how to learn?
Environments
 The birth of river cultures and their
common features
Guiding questions connecting different
subjects
 How is energy distributed on the
earth,
and
how
do
living
environments differ from each other?
Human Ingenuity
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The dawn of the modern era
 changes in the world view and values of
European people at the turn of the
Middle Age and the modern era:
Renaissance in art, the Reformation in
religion, science's expansion of the
conception of the world, voyages of
discovery
 the impacts of the rise of Russia on
Finland



Greek world, Rome
Cultural achievements around the
world
Expansion of the conception of the
world, voyages of discovery
Guiding questions connecting different
subjects
 How have humans adapted to
different living circumstances and
created different cultures?
Health and Social Education
 The effect of social status on a
person's living habits
 Roman heritage as the basis of the
Western way of life
Guiding questions connecting
subjects
 What guides me?
different
Community and Service
 The Reformation in Europe
 The era of enlightenment
Guiding questions connecting
subjects
How do communities function?
different
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Work methods:






search for knowledge and interpretation of various written and pictorial sources
pair and group work, projects and essays
emphatic writing and drama
narration by the teacher
stories, fables, and tales
integration of the study material to visual arts, mother tongue, geography and religion
Assessment:
In the learning process, the student's work skills, knowledge and skills are assessed as are his/her participation and initiative. The
student's productions, achievements and exam results are taken into account in the assessment of the learning results. These are used
to examine how the student can acquire information about the past, understand historical phenomena and use historical knowledge.
DESCRIPTION OF GOOD PERFORMANCE AT THE END OF THE 6TH GRADE
The student is capable of acquiring information from the past.


know how to distinguish fact from opinion
know how to distinguish a source from an interpretation of that source
The student will understand historical phenomena

chronology: the student will know that the past can be divided into different eras and is able to name features characteristic
of societies and eras
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
change and continuity the student will recognize the continuity of phenomena from one era to another; he/she will be able to
understand that change is not the same as progress and does not mean the same thing from the perspectives of different
people and groups, either
 Cause and effect: the student will know how to place oneself in the position of a person from the past. He/she will know how
to explain why people from different eras thought and acted in different ways
The student will know how to apply historical knowledge


will know how to present an account of the matter under consideration so as to explain the event or phenomenon from the
standpoint of some of the parties involved
will know that some things can be interpreted in different ways and will be able to explain why that happens to be so.
Objectives for grades 7–8
Contents
In the seventh grade the student will find Life in the 1800s and nationalism
out about the most important political,
 life in Finland in the 1800s
social and economic changes in the
 key political changes and the
1800s.
effects of nationalism in Europe at
the beginning of the 1800s
 culture as a mirror of nationalism in
Finland
The industrial revolution
 industrialization and its effects on
people's lives
 urbanization
 Helsinki's development
 colonialism
The period of transition in Finland
 breakdown of class society
Themes
Approaches to Learning
 Knowledge acquisition skills
 Group work skills
 Improvement of thinking skills
 Setting up one's own objectives and
following them up
Guiding questions connecting different
subjects
 How do I learn to become a
critical thinker and activist?
 How to effectively use different
sources?
Environments
 industrial
revolution
(industrialization and its effects
on people's lives)
 urbanization
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
russification of Finland and
resistance to russification

the history of family, school and
the local area
In the eighth grade the student will find out
Guiding questions connecting different
about the most important political, social From great-power rivalry to World War subjects
and economic changes in the 1900s and I and its consequences
 Do I know my immediate
up to the present day.
 World War I; its causes and
environment?
consequences
 How does a human being make
 causes of the collapse of the
use of one's environment and
Russian Empire, the revolutions of
function within it?
1917
Human Ingenuity
 Finland's achievement of
independence and the Finnish Civil
 Development of cultures with
War
times: understanding the causeand-effect relationships
The Depression and the era of
 The period of transition in Finland
totalitarianism
 How
did
Finland
become
 the world economic collapse and its
Finland?
effects in Europe
 From the French Revolution to
 life in democracies and
the World War I
dictatorships
 life in the 1900s
 artists in different epochs
The World War II period
 The World War II
 World War II; its causes and
 the history and the celebrities of
consequences
the U.S.
 Finland in World War II; recovery
 izms
from the war
Guiding questions connecting different
Finland from the 1950s to the present subjects
day
 How are different cultures born,
 transformation of economic
and how to understand them?
structures and its impacts on
people's lives
Community and Service
 building the Finnish welfare state
 From East-West conflicts to the
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From East-West conflicts to the NorthSouth confrontation
 the cold war
 the division of the world into poor
and wealthy states and the
resultant problems



North-South confrontation
the impact of the division of the
world
Life towards the end of the 1900s
and at the beginning of the 2000s
Communications and the
evolution of communications
Finland as a welfare state

Life at the end of the 1900s and in the
beginning of the 2000s
Guiding questions connecting different
 the birth of the Western consumer
subjects
society and its impacts on people's
 How do we influence?
lives and environment
 What are the consequences of
 evolution of communications
our actions?
 How does the Finnish community
In addition, one of the following themes,
affect us?
the development of which is examined
from the 1800s up until the present day:
 a culture outside Europe
 evolution of equality
 evolution of culture
 development of technology –
development of mobility and
transport, for example
 from the breakup of Europe to its
reunification
 Helsinki as a scene for historical
events
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
Themes:
Approaches to Learning
Knowledge acquisition skills
Group work skills
Improvement of thinking skills
Setting up one's own objectives and
following them up
Community and Service
Participation in social activities in the city of
Helsinki.
The participation takes place through socalled shadow elections.
Discussion in schools deals with national
elections and their themes
Work methods: The teacher selects different student-centred and teacher-centred work methods in accordance with the study
contents. The work methods include, for example, individual work as well as pair and group work using different sources.
Assessment: The assessment measures the student's oral, written and social skills and knowledge. The assessment takes into
account the student's class work both as an individual and as a member of a community. The assessment also targets examination
results and other literary achievements.
FINAL ASSESSMENT CRITERIA FOR A GRADE OF 8 IN HISTORY
Acquiring information about the past
The student will
 know how to distinguish between factors that explain a matter and secondary factors
 be able to read and interpret various sources.
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Understanding historical phenomena
The student will
 be able to place the events being studied into their temporal contents and thus into chronological order
 know how to explain why, in some sphere of life, people once acted differently from how they act now
 know how to present reasons for and consequences of historical events
Applying historical knowledge
The student will
 be able to answer questions about the past by using information obtained from different sources, including information
acquired with the help of modern technology
 be able to formulate one's own justified opinions about and evaluate events and phenomena.
Civics
The task of instruction in social studies is to guide the student in becoming an active and responsible player in society. Instruction in
social studies in the seventh through ninth grades of basic education must provide basic knowledge and skills concerning the
structure and operation of society and the citizen's opportunities for influence. The purpose of the instruction is to support the
student's growth as tolerant, democratic citizen and to give him/her experience with social action and with democratic exercise of
influence.
Common objectives: The student will get an idea of the nature of social information. He/she will learn to obtain and use information
on society and economic life critically and to exert influence actively. He/she will get to know public services. He/she will learn to
appreciate the value of work. The student will learn the fundamentals of entrepreneurship and understand their importance as a
factor of a society's wellbeing. The student will learn to understand the effects of social decisions on the lives of citizens. The student
will take an interest in social participation and exerting an influence. The student will learn to examine and develop his/her abilities
as a responsible consumer and player in society. The student will know the legal consequences of his/her actions.
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Objectives for grade 9:
Contents:
The main objectives are Finnish society The individual as a member of a
and economic life and the European community
Union.
 family, different types of
communities; minority cultures and
subcultures
 the individual's opportunities to act
in his/her home municipality, as a
citizen of his/her own state, and in
the EU
Welfare of the individual
 different dimensions of the welfare
state
 equality, sustainable development,
and other ways of promoting
welfare
Exerting influence and decision,
making
Opportunities for citizens to have an
impact



democracy, elections, and voting
the media and social influence
political and administrative players
at the municipal, national, and EU
levels

Security of the citizen



the justice system, the individual's
rights and obligations, and legal
responsibility
traffic safety
Themes:
Approaches to Learning
 Knowledge acquisition skills
 Group work skills
 Improvement of thinking skills
 Setting up one's own objectives
and following them up
Guiding questions connecting different
subjects
 How do I learn?
 How to be an active and selfdirected learner?
 How to evaluate and reflect upon
one's own learning?
Environments
 the individual's opportunities to
act in his/her home municipality,
as a citizen of his/her own state,
in the Nordic countries, and in
the EU
 sustainable development to
promote welfare
 EU
 economics
Guiding questions connecting different
subjects
 How to be active for one's own
neighbourhood?
 How to support sustainable
development with one's own
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



security policy: foreign policy,
national defence
Managing one's finances
principles of managing private
finances
 work and entrepreneurship
Economics
 the individual and households as
consumers and economic players
 the importance of foreign trade and
the global economy

Economic policy

 fluctuations in the economic cycle,
unemployment and inflation and
their impacts on households
 public finances and taxation

selections and actions?
What is global environment and
how has it changed during time?
Human Ingenuity
 the media and social influence
 the individual's rights and
responsibilities
Guiding questions connecting different
subjects
 How to use and critically evaluate
different
means
of
communication?
 Am I an individual who acts
ethically?
Health and Social Education
 democracy, elections, and voting
 political and administrative
players
Guiding questions connecting different
subjects
 How do my decisions influence
the world?
Community and Service
 Participation in social activities in
the city of Helsinki (the
participation takes place through
so-called shadow elections)
 discussions in schools dealing
with national elections and their
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themes
Guiding questions connecting different
subjects
 How to learn to engage actively
as
a
member
of
my
communities?
 What kinds of communities are
there in today's world?
Work methods: The teacher selects different student-centred and teacher-centred work methods in accordance with the study
contents. The work methods include, for example, individual work as well as pair and group work using different sources.
Assessment: The assessment measures the student's oral, written and social skills and knowledge. The assessment takes into
account the student's class work both as an individual and as a member of a community. The assessment also targets examination
results and other literary achievements.
FINAL ASSESSMENT CRITERIA FOR A GRADE OF 8
Acquisition and use of social information
The student will
 be able to critically interpret the media's information, statistics and graphic presentations
 be able to justify his/her ideas about social issues
 know how to compare different alternatives for social decision-making and economic solutions and the consequences of those
alternatives
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Understanding social information
The student will
 understand that social decision-making and economic solutions involve numerous alternatives
 understand ethical questions related to social and economic activity
9.3.1.5.6 HEALTH EDUCATION
Introduction:
As a subject, health education is student-oriented and supports functionality and involvement. Health education is based on
multidisciplinary foundation of knowledge. The intent of the instruction is to promote the student's competence regarding health,
wellbeing, and safety. The starting points for the instruction must be the child's or young person's daily living, growth, and
development, and the course of human life span. The task of the instruction is to develop the student's cognitive, social, functional,
and ethical capabilities, and their capabilities for regulating emotions. The instruction fosters a readiness to take responsibility and act
so as to promote one's own health and the health of others.
Common objectives:
The student will learn to
 recognize the identifying features of the individual's growth, development, and life span and will gain an understanding of the
physical, psychological, and social development that takes place during youth
 understand the importance to human wellbeing of community, human relations, and caring for one another
 understand oneself and human diversity, as well as values and viewpoints related to health, disability, and disease
 describe and evaluate the main factors that promote health or cause diseases and to identify and weigh choices related to
health and safety
 take care of oneself and one's environment, recognize the need for prevention and support and act appropriately in situations
relevant to health, disease, and safety
 recognize, understand and develop coping skills important to health and wellbeing
 assess the importance of the environment, one's way of life, culture, and the media from the perspective of safety and health
 utilize concepts and information acquisition methods relevant to health and disease and benefit from them in promoting health
 understand the significance of rules, agreements, and trust as prerequisites for the wellbeing of communities such as family,
school, peer group, and society
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Objectives for grades 7–9:
7th grade
Contents:
 7th grade

Support for the student's self-image so
 Tobacco, snuff
that
 Sexual development and physical
 the student learns safety and
changes in the body
learns to act independently from
 the effects of physical activity on
the viewpoint of one's own safety.
health
 The student will understand the
 the concept of fitness
importance of rules from the
 dietary models
standpoint of family, school, and
 school bullying
society
 psychological and social growth
 The student will learn to identify
and development
and understand physical and
 an independent, small project
psychological changes related to
puberty and accept differences.
 The student will learn to be aware
of factors promoting or harming
health and to make personal
choices based on knowledge.
Themes:
7th grade
Approaches to Learning
- health education project
Guiding questions connecting different
subjects
- How to assume the responsibility for
my own study?
Environments
- opportunities for physical exercise in
the immediate environment
Guiding questions connecting different
subjects
- Do
I
know
my
immediate
environment?
Human Ingenuity
- various health promoting
developed by humans
things
Guiding questions connecting different
subjects
- How creativity and inventiveness are
shown in different study subjects?
Health and Social Education
- food
- tobacco, snuff
- the effects of physical activity on
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-
health
psychological and social growth and
development
Guiding questions connecting different
subjects
- Who am I, and how do I look after
myself?
- How to mediate and interpret
messages?
- How has the definition of health
changed during time?
8th grade
Community and Service
- school bullying
8th grade




The student will learn the effects of
living habits on one's own wellbeing
and health.
The student is encouraged to
assume the responsibility for one's
own health.
The student will learn to interpret
and understand media information
related to health.










the importance of healthy food on
our wellbeing
eating disturbances
physical activities promoting health
and work ability
the importance of sleep and rest on
wellbeing
right choices in relation to
intoxicants
becoming independent and human
relations
sexuality and courtship
contraception
alcohol
project work
traffic education
Guiding questions connecting different
subjects
- Why is it important to accept
differences?
8th grade
Approaches to Learning
- the importance of healthy food
- project work
Guiding questions connecting different
subjects
- How to plan everyday activities?
- How to evaluate one's own work?
Environments
- traffic education
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Guiding questions connecting different
subjects
- How to learn in the immediate
environment and how to learn about
the immediate environment?
Human Ingenuity
- contraception
Guiding questions connecting different
subjects
- How do research and technology
help humans?
Health and Social Education
- physical activities promoting health
- intoxicants
- sleep
- sexuality and courtship
- becoming independent and human
relations
9th grade
9th grade


The student's growth will be
supported so that his/her

National diseases and the most
important infectious diseases
environment and health
Guiding questions connecting different
subjects
- What are the substances that are
hazardous to humans and what will
be the consequences if they are
used?
- How to act while listening to yourself
and others?
- In what kind of social network do I
live?
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

understanding and skills to face
crises along the course of life will
develop.
The student is encouraged to
assume the responsibility for one's
own future.
The student will learn selftreatment and how to evaluate
one's own state of health.










health legislation and health
services
life's crisis situations and how to
cope with them
accidents and first aid
drug abuse
venereal diseases
abortion
stress
special diets
independent project work
Community and Service
- making choices
Guiding questions connecting different
subjects
- How do we influence?
- What are the consequences of our
actions?
9th grade
Approaches to Learning
- project work
Guiding questions connecting different
subjects
- How to evaluate and reflect upon
one's own learning?
Environments
- traffic safety
Guiding questions connecting different
subjects
- How
to
support
sustainable
development
with
one's
own
selections and actions?
- How to be active for one's own
neighbourhood?
Human Ingenuity
- abortion
Guiding
questions
connecting
different
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subjects
- Am I an
ethically?
individual
who
acts
Health and Social Education
- stress
- drug abuse
- venereal diseases
Guiding questions connecting different
subjects
- What is it like to be a young person
in today's world?
- What is human life cycle?
- What kinds of ethical choices do
humans face during their life?
- How do my decisions influence the
world?
Community and Service
- accidents
- crisis situations
Guiding questions connecting different
subjects
- How can one work actively for the
benefit of one's school community?
Work methods:
 group and independent work
 instruction debates
 essays
 visits and introductory visits
 presentations
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
visiting experts
Assessment:
The assessment uses the following criteria:
Criterion A: Knowledge
Criterion B: Concepts
Criterion C: Skills
Criterion D: Organization and presentation


The assessment includes both the student's self-assessment and the assessment by the teacher.
Initiative, following directions and presentation (written and oral) are taken into account in group and independent work.
Success in knowledge and skills as well as activeness in class work are considered in the assessment but also getting into
subject matter in accordance with one's abilities is taken into account.
FINAL ASSESSMENT CRITERIA FOR A GRADE OF 8
Growth and development
The student will
 know the features of the different stages of life and the events associated with the life span and know how to examine these
from the perspective of health
 be able to explain how sleep and rest affect activity level and wellbeing, to give examples of food that is varied and balanced
from the perspective of health and to know the health impacts of exercise
 be able to describe the distinctive features of a good friendship and a functioning community and give examples of key
interaction skills
 know how to care for oneself and one's health
 know how to deliberate and analyse the reasons for and consequences of the problem situations young people encounter and
to describe possible solutions for those situations
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Health and day-to-day choices
The student will
 know the basics of sexual health, know the significance and methods of contraception and be able to ponder and justify
responsible sexual behaviour
 be able to describe and weigh the dependency and health risks associated with the use of intoxicants and other simulating
substances such as tobacco, snuff, alcohol, drugs, and solvents, as well as the reasons for and consequences of their use;
provide and justify examples of ways to avoid using such substances
 recognize the identifying marks of bullying and other forms of violence and be able to produce practical examples of how to
prevent violence and communicate constructively
 be able to name the most common infectious and other diseases and to describe their prevention generally, with examples
 know the key principles of traffic safety and be able to describe or demonstrate how one acts and gives first aid in various
danger and accident situations
Resources and coping skills
The student will
 know how to name, recognize and express various emotions and to describe the reasons for them and give examples of how
interaction and behaviour based on those emotions can be regulated in a manner suited to the situation
 know how to make observations about one's emotions and symptoms and know the basics of the appropriate use of
medicines
 be able to weigh up implications of lifestyle choices for one's health and to justify or demonstrate by example day-to-day
choices that promote health
 know how to use key concepts related to health and sickness and to use and critically assess various sources of health
information.
Health, society, and culture
The student will
 know the most common national diseases and their risk factors
 know how to describe the healthiness and safety of an environment and give examples of how to promote health and safety in
one's own local environment
 know the key health and welfare services provided by their own school and municipality and know how to obtain those
services and show with examples how one acts appropriately when using such services
 be able to describe the principal rights of children and young people, as well as the legislation regarding limitations of action
and consequences
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9.3.1.6 Arts subjects
Goals:
The goal of the instruction in MYP's art subjects is that the student will:








experience, develop curiosity, grow interested in and generate joy towards one's own and others' work
investigate and learn through creative processes
acquire and develop skills that are needed in creative work
internalize the terms, contents and principles of art
express oneself through art
create visual and performing arts
evaluate and value both one's own and others' artistic work
develop one's awareness about the importance of art throughout time in different cultures and understand the significance of
art as an essential part of life
Objectives:
The following objectives in the instruction of MYP's art subjects are in direct relation to the assessment criteria A–D.
A Knowledge and understanding
The objectives of this area are the following:
At the end of the course of the student will be able to:


demonstrate competence in the theory studied
develop the themes and subject matter studied
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
use subject-specific terminology when discussing one's own or others' work and during discussions demonstrate
understanding of aesthetics and critical attitude
 understand how historical and cultural matters affect arts
 understand the effect of cooperation to arts that is exercised by theorists, artists and other people working in other areas of
arts
In this area, the assessment evaluates the mastery that the student shows over the art forms studied
B Application
The objectives of this area are the following:
At the end of the course the student will be able to:







plan and organize his/her work effectively, which will enable him/her to set objectives, negotiate and make decisions
use his/her creativity both in spontaneous and guided tasks
present one's ideas, thoughts and feelings with creative methods
use the techniques taught in diverse manners
find individual and creative solutions, which provide novel results, in problem solving situations
implement ideas that he/she has developed in practice
bring into view his/her works in exhibitions and school events.
In this area, the assessment takes into account to which extent the student is able to apply the knowledge, skills and work methods
acquired through instruction in order to develop new ideas, tasks or works.
C Reflection and evaluation
The objectives of this area are the following:
At the end of the course the student will be able to:
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

use work diary during creative artistic projects
consider and describe, demonstrate critical attitude towards as well as assess and criticize creative artistic development
stages
 support and promote creative artistic development by pondering about it and estimating it and by taking a critical attitude
towards as well as giving feedback and talking about the artistic creation
The evaluation in this area assesses the student's ability to describe themes and contents showing up during the course and
evaluates the stages of creative development and artistic work and performance.
D Personal engagement
The objectives of this area are the following:
At the end of the course the student will be able to:




express sensitivity towards one's own culture and those of others
receive and accept the standpoints of others
be spontaneous and independent at work as well as show initiative and preparedness in taking artistic risks
direct his/hers efforts towards creating a positive working environment.
In the evaluation of this area, the student is assessed by the development of his/her aesthetic cultural and critical awareness as well
as of his/her dedication to personal work and production of art.
9.3.1.6.1 MUSIC
Introduction:
Musical education in our school provides the foundation for general education in music. In
this way, it is endeavoured to strike up a lifelong interest in music for the student and help
to find his/her area of interest within music and educate him/her to become an informed
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music consumer. Music plays a key part in the development of emotional life and
creativity. As music offers opportunities for cooperation and interaction, it supports the
student's growth as a whole.
The objective of music instruction is to create experiences and emotional insights through
which is possible to support the forming of a positive concept about oneself. The student
will be encouraged to express him/herself with music and be on stage with a group or
alone. Musical skills are developed through a long-term practice based on repetition and
on written or oral consideration and evaluation of one's own work processes and those of
others.
An essential part of music education is to study in order to recognize other music cultures,
by listening, examining or producing music oneself.
Music as a subject is an art, skill and a science. Its key components are rhythm, melody,
harmony, tone, and form. These basic elements of music are learnt by listening, singing,
playing, and moving. The possibilities offered by the technology and media are applied in
music instruction.
Common objectives for grades 1–4
The student will learn to
 use one's own voice in a natural way and express oneself by singing, playing, and
moving, both in a group and when alone
 listen and observe the sound environment and music actively with concentration
 use the different musical elements as material for musical innovation
 understand the world's diversity
 carry responsibilities as a member of the music-making group and as a listener of
music
 find out about different rhythm and melody instruments
 learn cooperation skills when participating as a member in the music-making group
In grades 1–4 the key areas in music instruction are playfulness, emotional insights and
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integration of the whole. In instruction, attention is paid to the integration of music to other
skill and art subjects as well as to mother tongue. Musical capabilities are developed with
the help of a long-term practice based on repetition and revision. These basic elements of
music are learnt naturally by singing, listening, and moving along the music. Recognition
and naming of the music can take place later.
1st grade's objectives: areas of emphasis
The student will
 learn songs suitable for his/her range
of voice and related to different
subject areas
 practice listening with concentration
 learn to follow the melody line of a
song and observe the differences in
pitch
 learn to perceive the melody rhythm
and basic beat
 find out about sound volume and
changes in tempo
 make observations about musical
tones
 learn to express rhythms with body
instruments
 practice work and stage appearances
in a group and when alone
2nd grade's objectives: areas of
emphasis
The student will
 learn songs suitable for his/her range
of voice and related to different
1st grade: key contents:
 children's songs, rhymes, and action
songs from one's own country and
from around the world
 repeating easy rhythms and melodies
 short music listening events
 ascending, descending, unchanging,
high and low melody lines
 time values 1/8 and 1/4 and pauses
 basic and ternary rhythm
 piano – forte – lento – presto
 major and minor
 tutti–solo practice
 own rhythm and song compositions
 small-scale music presentations
2nd grade: key contents:
songs suited to the age group
expanding the vocal range
 repeating rhythms and melodies
 music from one's own country and

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subject areas
learnt to listen actively, with
concentration
 follow the melody line of a song and
learn to express the differences in
pitch
 perceive the melody rhythm and
basic beat
 learn to differentiate changes in
sound volume and in tempo
 learn to recognize similar forms in
melodies
 distinguish musical tones
 express rhythms with body
instruments
 find out about different rhythm
instruments
 practice stage appearances in a
group and when alone

3rd grade's objectives: Areas of
emphasis
The student will
 learn songs suitable for his/her range
of voice and related to Finnish song
tradition, and songs related to
different countries and different
subject areas
 perceive the melody rhythm and
basic beat
 carry responsibilities as a member of
the music-making group
 express rhythms with body
from around the world
identifying instruments
 pentatone
 time values 1/8, 1/4, 1/2 and pauses
 basic and ternary rhythm
 p – f, diminuendo, crescendo
 lento – allegro
 form syntax AB and ABA
 major and minor
 song accompaniments, preludes,
postludes, and interludes
 tutti–solo practice
 own rhythm and song compositions
 musical presentations

3rd grade: key contents:

children's songs, rhymes, and action
songs from one's own country and
from around the world
 own rhythm and song compositions
 introduction to canon song
 short music listening events
 ascending, descending, unchanging,
high and low melody lines
 time values 1/8, 1/4, 1/2 and pauses
 basic and ternary rhythm
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
instruments
maintain the playing skills of the
rhythm instruments already learned
and actively learn the mastery of
new ones
 practice work and stage
appearances in a group and when
alone
4th grade's objectives: Areas of
emphasis
The student will
 learn songs suitable for his/her range
of voice and related to Finnish song
tradition, and songs related to
different countries and different
subject areas
 plays a melody instrument using
notes
 be able to identify the most common
orchestra instruments by their tones

 piano - forte
 major and minor
own rhythm and song compositions
 musical presentations
4th grade: key contents

children's songs, rhymes, and action
songs from one's own country and
from around the world
 own rhythm, melody and song
compositions
 short music listening events
 C major scale
 notes' time values 1/1–1/8, pauses
and the meaning of dot in music
 time signatures (2/4, ¾ and 4/4)
 introduction to orchestra instruments
Assessment in grades 1–4
Assessment is continuous in music studies.
The progress of an early learner in music studies in grades 3 and 4 is assessed mainly by
observing his/her participation in lessons. The assessment takes into account the
development of the student's cooperation skills in the music-playing group and his/her
eagerness to learn the basic skills and facts of musical expression. It is possible to
arrange small-scale song and play demonstrations and written tests (e.g., listening test,
music knowledge exam, rhythm dictation). At the end of the fourth grade, the assessment
also takes note of the description of the student's good performance (see below).
The student will get feedback about his/her work and progress during lessons.
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The student is encouraged to do self-evaluation both in the music studies as well as in
how to participate in a group.
The parent or the guardian will receive feedback about the child's participation and
progress in music studies during assessment discussions and in intermediate and school
year reports.
DESCRIPTION OF GOOD PERFORMANCE AT THE END OF THE 4TH GRADE
The student will
 be able to use his/her voice in such a way that he/she can sing in unison with
others
 make out the basic beat of a piece of music so that he/she will be able to
participate in instrumental practice and play together with other instruments
 master a repertoire of songs, some of them by heart
 know how, as an individual and a group member, to invent one's own musical
solutions, for example in echo, question/response and solo/tutti exercises, using
sound, movement, rhythm, or melody
 recognize the music he/she hears and be able to express their listening
experiences using words, images, or movement
 know how to act as a member of a music-making group, taking the group's other
members into account.
Common objectives for grades 5–6:
The student will
 further develop one's own vocal control and learn a diverse song repertoire
 become familiar with duet performances
 become familiar with the basics of band music
 become familiar with the history of Western classical music
 learn to listen and observe the sound environment and music actively and with concentration
 learn to use the different musical elements as material for musical innovation
 learn to understand the musical world's diversity
 learn to behave in a responsible manner as a member of a music-making group and as a listener of music
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The central elements in grades 5-6 are emotional experiences and integrity so that the student also learns to use the concepts and
notation of music in connection with listening and making music. The student will maintain and improve his/her abilities in different
areas of musical expression, at the same time deepening his/her knowledge of different genres and styles of music.
5th grade's objectives: areas of 5th grade: key contents
emphasis
The student will
 diverse song repertoires from one's
own country and the rest of the
 learn songs suitable for his/her
range of voice and related to Finnish
world; some of it to be learnt by
song tradition, and songs related to
heart
different countries and different
 finding out about different instrument
subject areas
families in symphony orchestras and
 recognize different instrument
about individual musical instruments
families of the symphony orchestra
 practice of easy duo repertoires
and individual musical instruments
 sharps and flats as well as the A
 become familiar with duo singing
Minor
 learn the most important structures
 structure of songs (prima voltas,
of songs in study books
coda, repetitions), etc.
 become familiar with the basics of
 basics of band music, correct
band music
playing positions and instrument
control
Themes in grades 5-6
Approaches to learning




study of correct instrument playing
techniques.
information search for realizing
written and oral work.
attributive and observational
listening
assessment of one's own study.
Guiding questions connecting different
subjects



How to study different subjects?
How to express myself?
How to learn to evaluate one's
own actions and take the
responsibility for them?
Environments
 Observation
of
the
sound
environment and its significance to
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
the individual/community
Responsibility
in
music
making/consumption both in the
physical as well as in the
psychological environment
Guiding questions connecting different
subjects

How to live taking others into
consideration?
Human Ingenuity
 Practice of creative processes and
own musical inventions.
 Human creativity throughout times
Guiding questions connecting different
subjects


What does creativity mean to me,
and how do I assume responsibility
for my own actions?
How is human inventiveness shown
in different subjects and areas?
Health and social education


Basics of healthy use of voice
The rules of the game when making
music in a group
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Guiding questions connecting different
subjects


How do I interact with others?
How to live in a healthy way?
Community and service


preparing a performance for a
school feast
the importance of music in various
cultures and societies
Guiding questions connecting different
subjects

What kinds of communities I belong
to and how should I act for their
benefit?
6th grade: district-specific curriculum
6th grade: key contents
Singing:
The student will
Singing:
 master the basics of using voice in a
 diverse song repertoires, solo or in a
healthy way
duet; some of it to be learnt by heart
 become familiar with duet singing
 various practices in the use of voice
 use one's voice fearlessly and in
Playing:
diverse manners also to realize
one's own musical ideas
 practices to develop skills for
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Playing:
The student will
 get positive experiences from
playing together
 masters the playing of with some
instrument
 practice playing with body, rhythm,
melody and chord instruments


get experiences about realization of
one's own musical ideas
continue familiarizing with band
instruments


playing together and diverse playing
repertoires
realization of one's own musical
ideas by playing
correct playing positions and
instrument control
Listening:
observational listening of works of different
styles
information about how to protect one's
hearing
listening to music that affects people in
different ways
Listening:
The student will
 learn to observe and listen to a
variety of music with concentration
 understands the importance of
taking care of one's hearing and of
the need for silence
 be able to take a critical stance
towards continually playing
background music
Theory:
 notes' and pause's time values
1/16–1/1
 C Major and A Minor
 sharps, flats, and naturals
 major and minor
 chord, note, melody and harmony
as concepts
 structure of songs (repetitions,
prima voltas, coda, etc)
Theory:
The student will
 master the time values for musical
notes from 1/16 part note to whole
note
 know the C Major and A minor
 understand the effects of sharps,
flats and naturals
Music knowledge:
 instrument families and instruments
of the symphony orchestra
 some important composers of
classical music and their
compositions
 the most important trends in
classical music
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



can distinguish, by listening, major
from minor
know the difference between chord
and note and understand the
concept of melody and harmony
learn to follow the structural
principles behind musical pieces
recognize even and threefold
rhythm

Finnish folk music and music from
different cultures
Music knowledge:
The student will
 recognize different instrument
families of the symphony orchestra
and individual musical instruments
 recognize some important
composers of classical music and
their works
 familiarize oneself with the central
trends in the classical music
 find out about Finnish folk music
and the music of the world
Work methods in grades 5–6:
 singing:
 playing
 playing musical instruments
 improvisation
 attributive and observational listening
 music with exercise
 body rhythmics
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


integration to other study subjects
performances in school's festivities and events
utilization of the music offer in the city centre (e.g., children's concerts and cooperation with the providers of cultural products)
Assessment in grades 5–6
Assessment is continuous in music studies.
The progress of a student in music studies in grades 5 and 6 is assessed mainly by observing his/her participation in class work. The
assessment takes into account the development of the student's cooperation skills in the music-playing group and his/her eagerness
to learn the basic skills and facts of musical expression. Small-scale song and play demonstrations and written tests (e.g., listening
test, music knowledge exam, rhythm dictation) may also be arranged.
The student will get feedback about his/her work and progress during lessons.
The student is encouraged to do self-evaluation both in the music studies as well as in how to participate in a group.
The parent or the guardian will receive feedback about the child's participation and progress in music studies during assessment
discussions and in intermediate and school year reports.
Grades 7–9
Common objectives for grades 7–9
The objective of the music instruction in grades 7–9 is to support the growth of the student's self-image and build an attitude that
appreciates and takes interest in different varieties of music. The purpose of the instruction is to strike up a lifelong interest in music
for the student by encouraging him/her to musical activities and by providing him/her with means for musical expression. The
instruction also aims to broaden and deepen the knowledge about and evaluation skills of different genres, styles and concepts of
music. The student's singing and playing skills are maintained and further strengthened. The objectives, contents and themes for
grades 8-9 are described in connection with the optional subjects.
Objectives
Contents
Themes
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7th grade
The student will
 maintain and improve his/her
abilities in different areas of
musical expression while being a
member of a music-making group
 master the basics of using voice in
a healthy way
 learn to observe and evaluate
different sound environments as
well as broaden and deepen
his/her knowledge of different
genres and styles of music
 know how to make observations
when listening to music (e.g.,
musical atmosphere, mental
images, forms, instruments, styles,
music genres and musical periods)
 be able to use the basic concepts
of music when making music or
when listening to it
 build his/her creative relationship to
music and its ways of expression
with the help of musical
inventiveness
 value music and different music
cultures
7th grade
 the basics of healthy use of voice,
including the issues of breaking of
the voice, voice registers, and
types
 practice of a diverse repertoire
 revision of band instruments and
correct playing positions
 playing together different kinds of
musical pieces while using the
whole range of instruments
available in the music class
 own musical invention with the aid
of singing and by using
instruments, movements and music
technology
 familiarization to Finnish music
culture with the help of examples
from classical music, folk music
and popular music
 introduction to the basics of popular
music (blues, rock, jazz)
 familiarization with European music
cultures
 a variety of listening material and
its analysis by time, location and
culture
7th grade
Approaches to learning



importance of purposeful practice to
one's own music-making skills
control of presentation panic in
playing tests and performance
situations
assessment of one's own study
Guiding questions connecting different
subjects



How to study in Ressu?
How to assume the responsibility for
my own study?
How do I learn to become a critical
thinker and activist?
Environments
 the ecology of an instrument
 observation
of
the
sound
environment and its significance to
the individual/community
 responsibility
in
music
making/consumption both in the
physical as well as in the
psychological environment
 influencing the sound environment
 the role and significance of Finnish
music internationally, now and in the
historical context
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Guiding questions connecting different
subjects



How does a human being make use
of one's environment and function
within it?
Do I know my immediate
environment?
In what kind of sound environment
do we live?
Ingenuity
 practice of creative processes
through
one's
own
musical
inventions
 Human creativity throughout times
Guiding questions connecting different
subjects




Why is it good to know different
cultures, and how do cultures meet?
What is genius? What is the
responsibility of humans for their
innovations?
How creativity and inventiveness are
shown in different study subjects?
Health and social education

taking care of one's hearing and safe
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use of electric musical
instruments/devices
Guiding questions connecting different
subjects

Who am I, and how do I look after
myself?
Community and service

expressing one's own opinions and
justifying them
Guiding questions connecting different
subjects


From ideas to actions – what are an
individual's chances to influence
matters?
Why is it important to accept
differences?
Work methods:
 Singing:
 Playing musical instruments
 Musical invention
 Observational listening
 Music with exercise
 Music technology
 Music knowledge:
 Integration to other study subjects
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

Performances in school festivities and events
Utilization of music offer in the city centre
Assessment
Grade 7: The assessment takes into account the criteria for final assessment issued by the Finnish National Board of Education,
since the last compulsory music classes of the comprehensive school are in grade 7.
Common grades 7–9: The progress of a student in music studies is assessed mainly by observing his/her participation in class work.
The assessment takes into account the development of the student's cooperation skills as a member of a music-playing group and
his/her eagerness to learn the skills and facts of musical expression. Small-scale song and play demonstrations and written tests
may be arranged.
The student will get feedback about his/her work and progress during lessons.
The student is encouraged to do self-evaluation both in the music studies as well as in how to participate in a group.
The parent or the guardian will receive feedback about the child's participation and progress in music studies in intermediate and
school year reports.
9.3.1.6.2 VISUAL ARTS
Introduction for grades 1–9:
Instruction in visual arts is a part of esthetic education. The key content consists of
observing arts, media and environment. Instruction in visual arts prepares the student for
creative visual expression. The starting points are the visual world of the environment,
perceptions, mental images and emotional experiences. The objective is that the student
will create a personal relationship to visual arts.
The instruction develops the student's skills to produce, interpret and evaluate images.
The purpose is to support the student's capacity to observe and appreciate nature's beauty
and built environment. The student is guided to gain understanding in visual
communication.
The task of visual arts instruction is to educate the student to appreciate one's own and
others' visual expression. The objective is to get the student understand and appreciate
visual arts culture both in one's own country and in other countries as well.
The location of our school in the Helsinki centre makes it possible to arrange museum and
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art exhibition visits and investigation of buildings and artworks with significant historical
and architectural values.
Common objectives for grades 1–5
The student will
 learn the skills and knowledge necessary in visual expression
 learn to plan, implement and finish off his/her work
 learn to look after tools and materials
 learn to examine one's own pictures and those made by others and discuss them
 get to know the visual tradition in his/her own culture and possible also that of
foreign cultures in his/her sphere of experience
 get to know the buildings and natural environment in the neighbourhood
 visit museums and art exhibitions
During grades 1–4, visual arts are playfully and diversely practiced and oriented towards
making observations and using one's imagination. The development of one's own visual
expression starts from gaining practice in motor coordination. Doing, emotional
experiences and joy of succeeding are important. The subject areas are related to
experiences and contents that are important to the student.
During the 5th grade, the importance of image is emphasized as a means for expression
and communication. Also the basic skills and knowledge in visual arts are emphasized.
In learning situations, interaction and sharing of common art experiences are important.
1st grade's objectives: Areas of
emphasis
The student will
 practice making observations about
the immediate environment
 learn to use tools correctly and look
after them
 get to know the basics of
composition
 learn handicrafts and get to know
1st grade: key contents
 natural environment, built
environment
 right way to hold a pen or a pencil,
use of scissors and artist's brush
 size, colour, form, space
 drawing, painting, building,
modelling, folding and tearing work
 crafts using natural or recycled
materials
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
different techniques and materials
examine pictures and tell about them
 be encouraged to express one's
observations, thoughts, feelings and
conceptions by visual means
 illustration, photos etc.
 talking about one's own
achievements, examination of
pictures made by oneself and by
others and discussing them
2nd grade's objectives: areas of
emphasis
The student will
 observe and evaluate one's
immediate environment
 learn to use tools correctly and look
after them
 learn handicrafts and practice the use
of different techniques and materials
 practice composition
 examine pictures and tell about them
 be encouraged to express one's
observations, thoughts, feelings and
conceptions by visual means
2nd grade: key contents
 natural environment, built
environment
 right way to hold a pen or a pencil,
use of scissors and artist's brushes
 drawing, painting, modelling and
building, printing
 natural and recycled materials
 use of line, colour, size, form, space,
sketching
 illustration, comics, commercials
 discussion and evaluation of one's
own and others' achievements
3rd grade's objectives: areas of
emphasis
Visual expression and thinking:
The student will
 practice creative expression and
continue finding out about different
techniques and materials
 practice close observation
 develop in work perseverance and
carefulness and in evaluating one's
own work
3. grade: key contents
Visual expression and thinking:
 Elements of composition: line,
space, colour, form
 Observation practices, project and
theme work
Artistic knowledge and cultural expertise:
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Artistic knowledge and cultural expertise:
The student will
 get to know arts in many different
ways
 become aware of one's own and
others' cultures
Environmental aesthetics, architecture and
design:
The student will
 learn about three-dimensional design
and work
 observe the immediate environment
from an aesthetical point of view
 find out about materials and
structures

The media and visual communication:
The student will
 learn to view and evaluate different
image messages

Classification of works of arts
according to the way they were
made
 Examination and interpretation of
works of art from different cultures.
Environmental aesthetics, architecture and
design:
 Subjects related to one's own
immediate environment.
 Different materials and structures
related to building.
The media and visual communication:
 Commercials, animations, cinema,
Internet
 Combining text and image.
4th grade's objectives: areas of
emphasis
4th grade: key contents
Visual expression and thinking:
Visual expression and thinking:
The student will
 deepen and extend creative
expression and continue finding out
about different techniques, materials
and instruments
 practice independent selection of
working techniques and materials
 develop in work perseverance and

Elements of composition: balance,
tension, rhythm, line, space,
movement, form, complementary and
secondary colours
 Shading techniques and hues
 Paying attention to instructions and
feedback when finishing a work.
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carefulness and in evaluating one's
own work
 pay attention to finishing touches
Artistic knowledge and cultural expertise:
The student will
 examine various art pictures and
learn to use them as stimulation
 find out about artists' work
Artistic knowledge and cultural expertise:
 Examination, classification and
interpretation of art pictures from
different cultures and periods.
 Finnish visual art
 Different professions in art
 Planning and realization of an
exhibition
Environmental aesthetics, architecture and
Environmental aesthetics, architecture and
design:
design:
Visual expression, the starting point of which
The student will
is built and natural environment
 learn about three-dimensional design
 Characteristics of style in one's own
and work
district
 observe the immediate environment
 Sustainable development in
from an aesthetical point of view
environmental and product design
 get to know the architecture of the
 Scale model
immediate environment
 find out about planning and design
The media and visual communication:
 Manuscript and video shooting,
The media and visual communication:
fundamentals of visual narration
The student will
 Cover design and text
 practice creating different image
messages
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Work methods in grades 1–5
observation of pictures and environment
 instruction debate
 production of conceptions with the help of pictures, fairy tales, stories, music, and
plays
 independent, pair and group work
 visits
 In visual arts instruction, diverse, activity-based work methods are centrally
important. With the help of these, the aim is to give support to creative problem
solution, practice investigative learning and develop integrative expression.

Assessment in grades 1–5
Assessment is continuous in visual arts. It is based on the student's artistic work process
and achievements. The assessment also targets the development of self-evaluation skills,
appreciation of the student's own and others' work, capacity to observe, and finishing. The
assessment also pays attention to related hobbies, spirit of self-expression and originality.
A portfolio can be used to help in the assessment by the teacher and in the student's selfevaluation. At the end of the fourth grade, the assessment also takes note of the
description of the student's good performance (see below).
The parent or the guardian will receive feedback about the development of the student's
skills during assessment discussions and in intermediate and school year reports.
Description of good performance at the end of the 4th grade
The student will
 know how to give visual form to one's thoughts, feelings and ideas, and to transform
one's observations into images
 know the fundamentals of composition in creating an image and construction a
space, and understand the properties of materials
 know how to use key tools and techniques in one's own image-making, and to use a
sketch as an aid to one's work
 know how to care for artistic tools and materials
 know how to keep a record of one's work process and to use it in self-evaluation
 know how to discuss works made by oneself and others, to justify one's artistic
preferences, and to use basic concepts of art
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
know what artists do and know about the works of some Finnish artists as well as
visual expression in foreign cultures within one's personal sphere of experience
 know how to act at museums and art exhibitions, and with art in different contexts
 know how, with guidance, to use works of arts, images from the environment,
nature and the built environment, books, newspapers, museums, galleries, and the
Internet as sources of information
 recognize and assess aesthetic and ethical values in one's school and immediate
environment
 know what architects and designers do, and know some works of architects and
designers
 know how to evaluate one's use of the media, to make one's own choices, and to
justify one's viewpoints
 know how to observe and evaluate the differences between the real and imaginary
worlds
 know how to use some of the tools of visual communication
 know how to work alone and in interaction with others
5th grade's
emphasis
objectives:
areas
of 5th grade: key contents
Themes
Visual expression and thinking:
Approaches to learning
Visual expression and visual thinking:
 Human dimensions
 Appropriate use and maintenance of
The student will
basic equipment
 New elements of composition:
 deepen and extend creative
superposition, in front / behind, near
 Visual arts album as a selfexpression and continue finding out
/ far
assessment help
about different techniques, materials
 Evaluation of various work
and instruments
processes
Guiding questions connecting different
 develop in independent selection of
working techniques and materials
subjects
 develop in work perseverance and
Artistic knowledge and cultural
 How to study different subjects?
carefulness and in evaluating one's expertise:
 How to learn to evaluate one's own
own work
 Differences between performing and
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
be encouraged to visual expression.
non-performing art, and differences
between realistic and surrealistic art
Human depiction in different epochs

Artistic
knowledge
and
cultural
expertise:
The student will
Environmental aesthetics, architecture
 familiarize with Finnish visual world and design:
and those of different cultures as
 Design of an industrial art object
well as with the visual cultures of
 Getting to know the architecture of a
different eras
building in the immediate
environment.
 Public sculptures as part of the
Environmental aesthetics, architecture
environment
and design:
The student will
 find out about the concept of design
and the stages of production plan
 be introduced to the architecture of
the city's most important buildings
The media and visual communication:
 will gain practice in evaluating the
 Movie genres and means of visual
environment from an aesthetical and
narration
ecological viewpoint
 Series of images by a camera
 Photography and image processing
The media and visual communication:
The student will
 learn to examine visual expressions
and their meanings critically in
his/her own life and environment
 develop as an user of the equipment
used in visual communication
actions and take the responsibility
for them?
Environments

Familiarization with one's own
immediate and living environment
and its observation
Guiding questions connecting different
subjects

Where do I live?
Human Ingenuity
 Design, follow-up and evaluation of
one's own products and
achievements
 Expression of creativity in the world
of visual arts
Guiding questions connecting different
subjects

What does creativity mean to me,
and how do I assume responsibility
for my own actions?
Health and social education
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

Visits to visual arts exhibitions
Practice of media reading skills
Community and service

Taking care of the comfort of the
school environment together
Guiding questions connecting different
subjects

What kinds of communities I belong
to and how should I act for their
benefit?
Work methods in grades 1–5
 observation of pictures and environment
 instruction debate
 production of conceptions with the help of pictures, fairy tales, stories, music, and plays
 independent, pair and group work
 visits
 In visual arts instruction, diverse, activity-based work methods are centrally important. With the help of these, the aim is to give
support to creative problem-solution, practice inquiry based learning and develop integrative expression.
Assessment in grades 1–5
Assessment is continuous in visual arts. It is based on the student's artistic work process and achievements. The assessment also
targets the development of self-evaluation skills, appreciation of one's own and others' work, capacity to observe, and finishing. The
assessment also pays attention to related hobbies, spirit of self-expression and originality. A portfolio can be used to help in the
assessment by the teacher and in the student's self-evaluation. At the end of the fourth grade, the assessment also takes note of the
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description of the student's good performance.
The parent or the guardian will receive feedback about the development of the student's skills during assessment discussions and in
intermediate and school year reports.
Description of good performance at the end of the 4th grade
The student will
 know how to give visual form to one's thoughts, feelings and ideas, and to transform one's observations into images
 know the fundamentals of composition in creating an image and in construction of a space, and understand the properties of
materials
 know how to use key tools and techniques in one's own image-making, and a sketch as an aid to one's work
 know how to look after artistic tools and materials
 know how to keep a record of one's work process and to use it in self-evaluation
 know how to discuss works made by oneself and others, to justify one's artistic preferences, and to use basic concepts of art
 know what artists do and know about the works of some Finnish artists as well as visual expression in foreign cultures within
one's personal sphere of experience
 know how to act at museums and art exhibitions, and with art in different contexts
 know how, with guidance, to use works of arts, images from the environment, nature and the built environment, books,
newspapers, museums, galleries, and the Internet as sources of information
 recognize and assess aesthetic and ethical values in one's school and immediate environment
 know what architects and designers do, and know some works of architects and designers
 know how to evaluate one's use of the media, to make one's own choices, and to justify one's viewpoints
 know how to observe and evaluate the differences between the real and imaginary worlds
 know how to use some of the tools of visual communication
 know how to work alone and in interaction with others
6. GRADE: DISTRICT-SPECIFIC CURRICULUM
6th grade: key objectives
6th grade: key contents
Themes
Visual expression and visual thinking:
 the student will be able to
Visual expression and visual thinking:
 Practice of a more independent
Approaches to learning
- Appropriate use and maintenance of
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


independently choose the most apt
means, materials and techniques for
his/her work and use them in a
variety of manners
the student will use his/her
experiences, imagination, feelings
and senses to aid in the work
process and will know how to
evaluate and value their use
deepening of the visual arts'
concepts and methods, such as
theory of colours, composition,
graphics, and perspective, and
practicing of the methods of visual
construction
Trust on one's own skills and ability
to find a suitable visual expression
and technique for oneself




work; tasks in which the relation
between technique, work and size,
on one hand, and the idea of work,
on the other, are contemplated
Tasks in which styles of visual arts
and visual symbolism are used
An opportunity to work in a diversity
of manners, using various tools,
materials and techniques
Different approaches to visual
expression: feelings, different sense
perceptions, mental images,
recollections, emotional and other
experiences
image with one vanishing point as
well as a colour and aerial
perspective, related to an
observation, with depictions on a
two-dimensional surface
-
basic equipment
Visual arts album as a selfassessment help
Guiding questions connecting different
subjects
Environment

Familiarization with one's own
immediate and living environment
and its observation
Guiding questions connecting different
subjects
Artistic
knowledge
and
cultural
expertise
Artistic
knowledge
and
cultural
expertise
 The student will
Human Ingenuity
 learn to examine and evaluate art
 The focus of the examination of art
 Design, follow-up and evaluation of
from aesthetic and ethical
pictures and the starting point for
one's own achievements
viewpoints
work are the most central trends in
 Expression of creativity in the world
style (e.g., renaissance) and subject
 know how to express his/her opinion
of visual arts
areas such as portrait, landscape
about different images and be able
and still life
to justify those opinions

familiarization with the symbolic
 know how to use basic concepts of
Guiding questions connecting different
expression of art works from
visual arts in discussion and
subjects
different eras
evaluation
 practice in the use of basic concepts
 get to know some (European/world)
of visual arts in discussion and
art great works
evaluation
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







Environmental aesthetics,
architecture and design
The student will
be able to examine the interaction of
nature and built environment, taking
into account aesthetic, ethical and
ecological viewpoints.
think about his/her own chances to
influence one's living environment
know and recognize some important
buildings in the centre of Helsinki
and be able to find some special
features of a certain era or style
learn to perceive sustainable
development as the starting point for
planning and will find out about
objects that the development has
made obsolete or necessary
familiarize oneself with a product's
life and development span
be able to present his/her ideas with
the help of a miniature model
Architecture
 Media communication and media
education
 The student will
 know how to use, under guidance,
some of the tools of visual
communication
 find out about the ways visual
communication is used to describe
different phenomena and will learn
to observe them critically

familiarization with one of the current Health and social education
exhibitions arranged in Helsinki,
 Visits to visual arts exhibitions
when possible
 Practice of media reading skills
Guiding
questions connecting different
Environmental aesthetics, architecture
and design
subjects
Environmental ethics
 discussion and making of
environmental plans for a familiar
environment in the immediate
neighbourhood (e.g., can an
industrial area be beautiful ? where
should one not build? how to
conserve nature? the conditions for
comfortable living environment)
Community and service

Taking care of the comfort of the
school environment together
Guiding questions connecting different
subjects
Architecture
 Investigation of the architecture of
the most important buildings in the
centre of Helsinki, e.g., Empire
Design
 the effect of needs, materials and
fashion to object design; the
concepts of product life cycle and
development cycle
 examination of objects and devices
from the viewpoint of sustainable
development
 e.g., generation of ideas about
devices that reduce energy
consumption or use alternative
energy forms in their operation
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
get to know the meaning of symbols
and marks

a variety of problem solving tasks, in
which the idea is presented as
drafts, miniature model and as
written argumentation for an idea
Media
communication and media
education
 creating one's own stories and
capturing them with a digital or a
video camera
 critical examination of advertising
(symbols, trade marks)
 classification of different images,
e.g., different uses for photographs
Work methods in grade 6
 functional work methods
 trips and study tours
 independent work and group work
 creative problem solution
 inquiry based learning
 instruction debate
 visual expression and broadly-based, integrated expression
 accurate observation
In visual arts instruction, diverse and activity-based work methods are centrally important. With the help of these, the aim is to give
support to creative problem-solution, practice inquiry based learning and develop integrative expression.
Assessment at the end of the 6th grade
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The assessment targets the student's work skills, knowledge of art, environment and media, the skills and ideas of visual expression
as well as the student's self-assessment skills.
The assessment is wide-ranging and pays attention to the awakening of the student's interest in art, the richness of the student's
aesthetic observation and his/her courage and originality in self-expression. The assessment also targets the student's different visual
achievements and products, his/her visual and verbal work, and self-assessment of one's own activities.
The assessment focuses on the assimilation of the skills and knowledge in the four content areas of the visual arts instruction and on
the development of a personal way of expression.
In the area of Visual expression and thinking, the student's ability to use colours, image composition and the basic visual elements
as well as the construction of space in one's own expression are subjected to the assessment. The student's ability to express his/her
observations, mental images and thoughts is assessed.
In the area of Artistic knowledge and cultural expertise, the student's knowledge of art and culture, his/her knowledge about
Finnish artists and modern art and about some culture that is foreign to the student are subjected to the assessment. The
assessment also targets the student's ability to examine works of arts and the student's interest in various art phenomena and ability
to discuss artistic work and interpret visual art.
In the area of Environmental aesthetics, architecture, and design, the student's knowledge about one's immediate environment
and Helsinki architecture as well as his/her ability to examine and observe the buildings, landscape and objects from an aesthetic and
ecological viewpoint in the immediate environment is all subjected to the assessment. The assessment also targets the student's
abilities to depict space and construct it, visualize three-dimensional forms, and use a variety of materials in his/her work.
In the area of The media and visual communication, the student's ability to observe, interpret and evaluate visual media that is
important to him/herself is subjected to the assessment. The assessment targets the student's own visual achievements and
products, comic strips, photographs, digital images and the moving image, the combination of image and text as well as the student's
ability to contemplate and justify his/her views about visual messages in media.
In the assessment of Self-evaluation abilities, attention is paid to the growth albums, work books, and portfolios where the student
has recorded his/her own visual work process and which are, thus, produced by the student.
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In the assessment of Work methods, attention is paid to the student's valuation and evaluation of the student's own and others' skills
and thoughts as well as to the understanding of the visual work process. Also the student's skills to develop ideas, sketch and finish
one's work as well as the student's ability to look after and use appropriate work materials and tools are subjected to the assessment.
Objectives
7th grade
Contents
7th grade
 The objective of our school is to prepare the  Familiarization, in a variety of
student for creative and diverse visual
ways, with the opportunities
expression. The objective of the instruction is
that visual expression offers
to develop a diversity of visual expression
with the fearless combination of
skills. The instruction aims to strengthen the
the various areas of visual
ability to independent and purposeful work
expression. The student
as well as the ability to participate in
experiments with the key
activities with others. In this, doing,
methods of visual expression
emotional experiences and joy of succeeding
and combines them in a
are important subareas.
creative manner: drawing,
graphics, painting,
 Visual arts teach the student to learn about
photographing, digital image,
and express oneself. A characteristics
ceramics, and sculpture. The
feature of the instruction is its studentstudent combines, in a novel
centered and functional orientation. The
way, knowledge and skills
subject areas dealt with are connected to
he/she is familiar with to solve a
experiences, contents and to the student's
problem and to present its
own environment, which are important to the
solution with visual expression
student. Another objective of visual arts is to
methods.
educate children and young persons to have
an international outlook as well as to form in  The instruction makes good use
them a cultural identity that respects both
of Helsinki's art scene/ world,
one's own culture and those of others.
as far as possible; architecture
in the immediate environment
and different spaces is
 The instruction develops the student's ability
observed as experiences with
to produce and evaluate images and guides
an emotionally lifting character.
Themes
7th grade
Approaches to learning
o Appropriate use and
maintenance of the visual art
space and the basic equipment
and devices there
o Work safety
o Visual art album and work diary
as means of self-assessment
o Occupations in the area of
visual arts and the employment
situation in the area
Guiding
subjects
questions
connecting
different
o How to study in Ressu?
o How
to
assume
responsibility for my
study?
o How to evaluate my
learning?
the
own
own
Environments
o Familiarization with one's own
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the student in the understanding of the world
of visual communication. In the instruction of
visual arts, Growth as a person, Cultural
identity, and Internationality, as well as
Media skills and communication belong to
the central themes.
The interaction between nature
and the built environment is
documented on the basis of
one's personal experience and
by using different materials.
 Some of the trends in arts (isms)
will become familiar in visual
arts, and the phenomena of
modern art is also examined.
In addition, one learns to
evaluate and analyse art as
well as functional images and
critically examine different
images in media.
immediate and living
environment and its
observation
o Helsinki theme in visual arts
o Environmental aesthetics
o Recyclable materials and
ecology in visual arts
Guiding questions connecting different
subjects
 How does a human being make use
of one's environment and function
within it?
 How to learn in the immediate
environment and how to learn about
the immediate environment?
 What is sustainable development?
Human Ingenuity






Design, follow-up and evaluation of
one's own achievements
Expression of creativity in the world of
visual arts
Guiding questions connecting
different subjects
Why is it good to know different
cultures, and how do cultures meet?
What is ingenuity? What is the
responsibility of human/human being
for their innovations?
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

How to discover one's own creativity?
How has communication developed to
this point of time?
Health and social education




Visits to art exhibitions
Practice and improvement of media
reading skills
Pair and group work
Guiding questions connecting different
subjects
 How to mediate and interpret
messages?
 Who am I, and how do I look after
myself?
Community and service



Taking care of the comfort of school
environment together
Exhibition activities at school and
outside it in the form of visiting
exhibitions
Participation in the preparations of
school festivities and their realization
Guiding
subjects
questions
connecting
different
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


From ideas to actions – what are an
individual's chances to influence
matters?
Why do we celebrate?
How to learn to contribute/make
contribution as a member of my
communities?
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Assessment
Assessment is based on a variety of observations by the teacher during classes. The assessment targets the student's work
process in visual arts and the results produced as well as his/her participation in instruction discussions and his/her selfassessment skill. In addition, attention is paid to the appreciation of one's own work and the work of others by the student. The
assessment also pays attention to related hobbies, spirit of self-expression and originality.
FINAL ASSESSMENT CRITERIA FOR A GRADE OF 8
The student will
 know how to express oneself visually
 know how to use means of constructing an image and the main materials and working techniques in visual arts and media
 know how to choose the techniques and materials most appropriate to the objectives of one's work
 be able to explain the image-creation process from sketches to completed works
 recognize some key phenomena of the visual arts and place them in their temporal and cultural contexts
 be able to examine and interpret images in art and communication
 know how to make good use of artists' visits, visits to exhibitions and museums, and the Internet's cultural services
 be able to distinguish among, assess, and assign values to the aesthetic and ecological properties of various
environments and objects
 know the different phases of the planning and design processes and know how to apply them in one's work
 recognize cultural and stylistic features in architecture and objects
 know the fundamentals of visual communication and media technology: photography or video photography, the processing
of digital images, and graphic design
 be able to analyse the contents, structure, and visual realization of media presentations
 know how to observe and evaluate one's own learning and to benefit in one's work from feedback supplied by others
 know how to record one's work process and make use of that record in self-evaluation
 be capable of independent work and interactive cooperation with others, in accordance with the assignment given
 know how, with guidance, to use works of arts, images of the environment, the natural and the built environment, books,
newspapers, magazines, museums, galleries, and the Internet as sources of information and experiences.
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9.3.1.7 Technology themes
The technology subjects at Ressu Comprehensive Schools for grades 5–9 are crafts (technical and textile), home economics, as
well as information and communication technology.
Common goals for the study subjects:
The student will





learn to value the importance of technology to life, society and environment
use one's knowledge, skills and techniques when creating a product/solution suited for a purpose
apply the Design Cycle model in his/her design and production process while, at the same time, the student's problem solution skills together with
critical and creative thinking will develop
advance in taking into account other people's views and learn to value alternative solutions to problems
use and apply information technology in knowledge acquisition, work, communication, and problem solution
Common goals for the study subjects:
The objectives define what the learner can do or do better in order to learn the subject. Design Cycle is an important tool in the
study subjects, and it helps the students to evaluate their products/solutions as well as to create products/solutions which meet the
challenges. MYP's Design Cycle is composed of four parts, which are connected to the objectives of the study subject.
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Investigate
The student becomes aware of a problem that needs a solution. At the end of the course, the student should be able to:
 evaluate the importance of the problem from the standpoint of life, society and environment
 preliminarily outline the problem from different viewpoints (Design Brief).
The student should preliminarily outline the problem. At the end of the course, the student should be able to:
 outline and consider essential questions that guide in the familiarization with the problem
 recognize and mention different sources suitable for the purpose
 collect, analyze, choose, organize, and evaluate information
 evaluate knowledge and information sources.
The students should delimit the problem accurately. At the end of the course, the student should be able to:


list the requirements set for the solution of the product/problem
plan tests to evaluate the product/solution against the requirements set.
Plan
The students design a product/solution for a problem. At the end of the course, the student should be able to:
 produce different designs which take into account the requirements set for the product
 evaluate one's designs against the requirements
 choose one of the designs and justify it.
The students plan the implementation of a product/solution. At the end of the course, the student should be able to:



form a work plan that advances logically
form a plan in which the resources and the schedule are efficiently made use of
evaluate one's plan and justify changes to it.
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Create
The students use techniques and tools that are appropriate for the purpose. At the end of the course, the student should be able to:
 know how to use different equipment and tools that are suitable for the purpose
 ensure a safe working environment for oneself and others.
The students follow their plan. At the end of the course, the student should be able to:
 follow one's plan to produce the product/solution
 evaluate one's plan and justify possible changes to it.
The students produce the product/solution. At the end of the course, the student should be able to:

produce a product/solution appropriate for the purpose.
Evaluate
The students evaluate their product/solution. At the end of the course, the student should be able to:




run tests to evaluate the product/solution against the requirements set
evaluate the success of the product/solution on the basis of the tests from one's own viewpoint and from the viewpoint of any
possible user
evaluate the impact of the product/solution on the individual and society
find out how the product/solution could be improved.
The students evaluate the implementation of the planning model (Design Cycle). At the end of the course, the student should be
able to:


evaluate one's progress, taking into account all the areas of planning
propose how to improve one's performance.
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Attitudes in Technology
The objective is to encourage the student to have a positive attitude towards technology, so as to make him/her a considerate and
responsible member of the community.
This objective involves common, safe and responsible work in connection with other study subjects.
During the course, the student should be able to:



perform a work stage using materials and techniques safely and skilfully
work efficiently as a member of a group, cooperate, and respect and support other people's opinions
show commitment to the study subject (motivation, independent work, generally positive attitude).
9.3.1.7.1 CRAFTS
Introduction
Through crafts instruction, the student learns knowledge, skills and techniques for
everyday life. The objective of crafts instruction is to develop the student's fine motor
coordination, initiative, creativity and perseverance Learning interaction skills, appreciation
of one's own work and that of others and evaluation of one's own work are of key
importance in crafts.
The instruction aims to make the student appreciate aesthetic values around him/her. Craft
tradition is introduced with the help of the museums and exhibitions in Helsinki
metropolitan area.
The student is encouraged to implement own ideas and use one's own inventiveness. The
objective is that the student would get preparation in everyday manual skills.
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Common objectives for grades 1–2
The student will
 find out about a diversity of different materials, tools and work methods
 learn the key concepts related to crafts
 outline in one's mind the progress of the work and make creative solutions while
immersed in craft work.
 learn to use materials economically and understand that the products have a
lifespan
 learn to evaluate and appreciate one's own and others' work
 learn to look after the cleanliness and comfort of one's work space
1st grade's objectives: areas of emphasis
The student will
 find working with crafts as meaningful
 learn the concepts, equipment and
basic techniques
 learn to use correct tools and
materials suitable for the product
 learn to look after the cleanliness of
one's work space
 learn to evaluate one's own work and
way to work
 appreciate others' work
2nd grade's objectives: areas of
emphasis
The student will
 experience joy and success in doing
1st grade: key contents
 subjects and materials preferred by
the age group
 different textile and technical work
materials and tools
 safe work methods
 experimentation and practice of
different techniques
 participation in the design of one's
own work and production
 return of tools and materials after
their use to locations reserved for
them
 evaluation of the success regarding
the product completed
 evaluation of the completed work of
others
2nd grade: key contents
 subjects and materials that are
pleasing to the child
 different textile and technical work
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crafts
 gain practice in the basic craft
techniques and his/her creativity will
develop
 learn to pay attention to aesthetic
properties, colours, and forms
 learn how to use materials
economically
 learn to appreciate traditional crafts
 learn to evaluate success in one's
own work
 appreciate others' work

materials and tools
participation in the design of one's
own work and the chance to have
influence on choices of material
 planning how to implement work in a
way that would save materials and
recycling them
 introduction to traditional craft
methods
 evaluation of completed work and
suggestions for improvement
 evaluation of the completed work of
others

Work methods
individual work, pair and group work, discussion, visits
Assessment
Assessment is primarily based on constant observations by the teacher. The assessment
targets the continuous work process and the end product. The student evaluates his/her
own work, how to complete it, and the work when it is completed.
During work, attention is paid to the appreciation of one's own work and the work of others.
The parent or other guardian will get feedback through assessment discussions.
Grades 3–4
During the
3rd

and the
4th
grades, the student studies both textile and technical crafts.
Common objectives for grades 3–4
The student will
 find out about knowledge and skills associated with crafts
be guided in the safe and appropriate use of the basic craft tools
 learn to be critical and take responsibility
 practice design
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
 develop in problem solution skills
learn to evaluate and appreciate one's own and others' work.
3rd grade's objectives: areas of emphasis
The student will
 practice the basic skills of crafts
 practice correct and safe use of
machinery and tools
 learn about various materials and
production techniques
 learn concepts related to crafts
 learn to use materials economically
 learn to look after one's tools and
work area
3rd grade: key contents
TS
 practice in using the sewing machine
 design, production and ironing of
handiwork and needlework
 embroidery work using different
materials
 the basics of textile and consumer
information
TN
 following work instructions and
drawing them
 use of and practice in using of
different measuring tools
 the emphasis is on main types of
materials (wood, metal)
 production of different objects with
craft tools
 introduction to the basics of electricity
4. grade's objectives: areas of emphasis
The student will
 practice crafts processes
 learn the safety factors related to
work and work areas
 get to know new materials
 use materials economically
 look after tools and environment
 learn to appreciate and evaluate
one's own and others' work
4th grade: key contents
TS
 a variety of ways to use the sewing
machine
 design, production and evaluation of
needlework
 basics of knitting and crocheting
 basics of weaving where possible
 textile and consumer information
TN
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
increasing the student's capabilities in
design
 extending the student's knowledge of
materials
focus on creating products, on

practicing techniques necessary
 learning of the basic concepts in
electricity and electronics
 construction of devices
Work methods
 independent work
 pair and group work
 study visits
Assessment
The assessment of the student's performance and progress is based on the criteria and
objectives of good performance. In addition, the student's work skills, activeness and
enthusiasm are assessed.
Grades 5–9
Introduction
The core tasks of crafts instruction in grades 5–9 is to deepen and increase the student's skills and knowledge with crafts so that
the student will be more independent in his/her choices of materials, work methods and tools in the various stages of the craft
process. The student is encouraged towards creative planning and self-directional work and is also guided to value the quality of
work and materials.
Common objectives for grades 5–9
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The objectives from the first through fourth grades will be dealt with in greater depth. In addition, the student will:
 learn to design and produce high-quality aesthetically pleasing products suited to one's purposes, and to give consideration,
when working, also to ethical, ecological and economic values
 familiarize oneself with Finnish and other peoples' cultures of design, craft and technology
 familiarize oneself with skills and knowledge that are associated with traditional and contemporary technology
 learn to appreciate and examine critically one's own work and that of others, and to find, both as an individual and
cooperatively, creative solutions to the problems perceived
 learn to take a position on technological development and its meaning to the wellbeing of individuals, the society and nature
 learn to value the importance of technology to life, society and environment
 use one's knowledge, skills and techniques when creating a product/solution suited for a purpose
 apply the Design Cycle model in his/her planning and production process while, at the same time, the student's problem
solution skills together with critical and creative thinking will develop
 advance in taking into account other people's views and learn to value alternative solutions to problems
 use and apply information technology in knowledge acquisition, work, communication, and problem solution
Common contents for grades 5–9
 product design
 forms, composition, and colours
 knowledge of materials and the consumer
 work arrangements and instructions
 integration to other study subjects
 documentation of plans and results and portfolio work
 knowledge and experiences about Finnish and other cultures
 evaluation of one's own work and results
5th grade's objectives: areas of emphasis 5th grade: key contents
Themes
The student will
 know how to use the machines and
tools needed in crafts correctly,
purposefully and safely
 practice following simple work
instructions
Approaches to learning:
•Learning about devices, machines, tools
and main work methods used in crafts
•Learning diary where possible
• Learning problem-solving
• Dissemination of knowledge and skills
Textiles
 the basics of cloth design and
production
 the basics of crochet work and
knitting
 knowledge about materials and about
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



the consumer
be able to design and produce, under
guidance, high-quality and
Technical
aesthetically pleasing products
 the basics of design and production,
practice using materials and
modelling
production techniques in a way that is
suited for the purpose
 appropriate use of materials
learn to appreciate and examine
 familiarization with the structures and
critically one's own work and that of
operation of various devices and
others
systems
try to find creative solutions for
 learning technological concepts and
problems he/she has independently
construction of devices
discovered
In the 5th grade, the students study both
textile and technical crafts for a period of half
a year.
learnt
• Evaluation of one's own work results and
the way of working
• Taking responsibility for the order in the
class, and appreciation of one's own work
• Practice in taking responsibility of one's
own work results and of the way of work
Guiding questions connecting different
subjects
 How to study different subjects?
 How do I get and apply knowledge?
 How to learn to evaluate one's own
actions and take the responsibility for
them?
Environments
• Parsimonious use of materials
• Recycling of materials
• Natural fibre in textile work
Guiding questions connecting different
subjects
 How to live taking others into
consideration?
Human ingenuity
• Familiarization with the creative design
and production process (The Design Cycle)
and its practice
• practice of various craft techniques
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Guiding questions connecting different
subjects
 What does creativity mean to me,
and how do I assume responsibility
for my own actions?
Health and social education
• Finding out about work safety and taking it
into account in all work
Guiding questions connecting
subjects
 How do I look after myself?
different
Community and service
• Participation in joint projects when possible
and work to achieve a common purpose
(e.g., costumes in school plays) where
possible
Guiding questions connecting different
subjects
What kinds of communities I belong to and
how should I act for their benefit?
6th grade's
emphasis
objectives:
areas
The student will
 understand the crafts process
 know how to follow simple work
instructions
 how to use different materials and
of 6th grade: key contents
Textiles
 the use of information technology
applications and the new technology
as an aid for design where possible
 visual documentation of design, and
process planning with guidance
Themes
Approaches to learning
•Learning about devices, machines, tools
and main work methods used in crafts
•Learning diary where possible
• Learning problem-solving
• Dissemination of knowledge and skills
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production techniques in a way that is
 purposeful and planned use of textile
suited for the purpose
materials for different use purposes
and with different techniques
 practice maintenance and repair of
tools
 independent pattern selection and
 learn to appreciate and examine
usage skill
one's own work and that of others
 the message of textile products to the
 learn to evaluate one's own work and
environment
give feedback to others
 different materials as well as
 learn to find creative solutions for
production techniques and their
design and production
smooth selection, combination and
processing in textile work
 be realistic about his/her skills and
development prospects
 interior-design textiles and textile
traditions
 familiarize him/herself with other
peoples' craft cultures
 embroidery
 endeavour to design and produce
 knowledge of materials and the
high-quality and aesthetically
consumer: care and recycling
pleasing products
 learn to choose correctly the
Technical
traditional and modern tools and
machines needed in crafts as well as
 technical drawing and modelling
their safe use and maintenance
 process planning under guidance and
the use of information technology in
planning
In the 6th grade, the students study both
 appropriate use of materials: planned
textile and technical crafts for a period of
and creative combination and
half a year.
processing of various materials and
production techniques
 the built environment and different
products and their form language
 familiarization with the operation
principles of various devices and
systems and with technological
concepts
 construction of devices
learnt
• Evaluation of one's own work results and
the way of working
• Taking responsibility for the order in the
class, and appreciation of one's own work
Guiding questions connecting different
subjects
 How do I learn how to learn?
 How do I evaluate my own work and
learn to appreciate it?
 How do I justify my viewpoints and
share what I have learnt?
Environments
• Parsimonious use of materials
• Recycling of materials
Guiding questions connecting different
subjects
 How do I learn to act responsibly in
the environment?
Human ingenuity
• Understanding the creative design and
production process (The Design Cycle) and
its practice
Guiding questions connecting different
subjects
 How human inventiveness is shown
in different subjects and areas?
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
maintenance, reparation, and
recycling of devices for home and
leisure time
Health and social education
• Finding out about work safety and taking it
into account in all work
• Textile work and the functions of dressing
up: especially dressing for different
situations/climate
Guiding questions connecting different
subjects
 How to act in a safe manner?
 How to live in a healthy way?
Community and service
• Practice of taking responsibility of one's
own work results and of the way of work
• Participation in joint projects when possible
and work to achieve a common purpose
(e.g., costumes in school plays) where
possible
Guiding questions connecting different
subjects
 How humans act as members of
communities?
How to communicate understandably and
respectfully?
Work methods:
 independent work
 pair and group work and methods involving cooperation
 inquiry based learning
 portfolio work
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
study visits
Assessment
Final assessment criteria for a grade of 8
Visual design and technical planning
The student will
 observe problems also independently, develop ideas creatively, and, with guidance, design products in which attempts have
been made to consider the available time, the tools, the materials, the aesthetics of the products, ecological value, durability,
economy and suitability for purpose
 understand the products that one is designing as a message to the environment, too
 document designs, for example, as illustrations, verbally, with samples, with the help of miniature models, or by other means,
so as to reveal the nature of the idea and its intended method of production
 know how, in one's planning, and with guidance, to use elements from the technological, design, and crafts cultures of the
Finns and other peoples
Production
The student will
 work appropriately and carefully, observing work safety instructions, and attend to the order and comfort of one's working
environment
 master basic techniques, so that the product is appropriate for its purpose, polished, ecological, and aesthetically pleasing
 know how to work purposefully alone or in teams
 know how to apply advanced technology, with guidance, in one's work; understand technological concepts and systems, and
their applications
 know how to apply the knowledge and skills one has learned in other subjects
Self-evaluation
The student will
 be able, with guidance, to examine one's personal work and learning
 observe strengths and weaknesses in a process and results
 demonstrate tolerance for criticism in the evaluation process and want to direct one's actions in accordance with the
feedback
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


evaluate one's ideas and products by the criteria of aesthetics, economy, ecology, and appropriateness of purpose
understand the interdependence of technology, culture, society, and nature
form a realistic picture of one's skills and potential for improvement
Objectives
7th grade
Contents
7th grade
The student will
Textiles
 learn to design and produce high knowledge of materials, care of
quality products that are aesthetically
textile products, maintenance and
pleasing and suited to one's purposes
recycling
and to give consideration, when
 independent design and visualization
working, also to ethical, ecological
of a model and product
and economic values
 different materials as well as
 familiarize oneself with Finnish and
production techniques and their
other peoples' cultures of design,
creative selection, combination and
craft and technology
processing in textile work
 familiarize oneself with skills and
 dressing and production of clothing:
knowledge that are associated with
production of clothing and clothing
traditional and contemporary
accessories, using woven fabric and
technology
knitting materials, with the help of a
 learn to appreciate and examine
sewing machine or an overlocking
critically one's own work and that of
machine, and of thread materials by
others, and to find, both as an
knitting and/or crocheting
individual and cooperatively, creative
solutions to the problems perceived
Technical
 learn to take a position on
 using and handling information
technological development and its
technology applications which are
meaning to the wellbeing of
needed for design, technical drawing,
individuals, the society and nature
and modelling
 learn to choose correctly the
 creative use of materials for different
traditional and modern tools and
use purposes in the process of
Themes
7th grade
Approaches to learning
•Learning about devices, machines, tools
and main work methods used in crafts
•A learning diary where possible
• Time use management and independent
work
• Development of one's own work based on
what was learnt earlier
• Problem-solving skills
• Information acquisition and processing
skills
• Dissemination of knowledge and skills
learnt
• Evaluation of one's own work results and
the way of working
• Group work skills
Guiding questions connecting different
subjects
- How to study in Ressu?
- How to assume the responsibility for my
own study?
Environments
- Consideration of environmental issues in
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machines needed in crafts as well as
their safe use and maintenance


producing objects
familiarization with the operation
principles and structures of various
devices and with technological
concepts and systems and their
applications
learning the basics of electricity and
electronics (diverse work in device
construction)
material selection and use (sustainable
development)
- Textiles' life cycle, recycling and the reuse
of materials
- Man-made fibres and their properties in
textile work
Guiding questions connecting different
subjects
- What is sustainable development?
- How
to
support
sustainable
development
with
one's
own
selections and actions?
Human ingenuity
- • Internalization of the creative design and
production process (The Design Cycle) in
crafts and its implementation in connection
with different subject areas
Guiding questions connecting different
subjects
- How are creativity and inventiveness
shown in different study subjects?
- Why is it good to know different cultures,
and how do cultures meet?
- How are different cultures born, and how
to understand them?
Health and social education
- Paying attention to work safety
issues in all work
- Comprehensive
examination
of
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dressing in connection with textile
work: taking care of oneself,
messages and functions of dressing
Guiding questions connecting different
subjects
• What is it like to be a young person in
today's world?
Community and service
- Taking responsibility for one's own work
result and working
- Participation in joint projects and working
to achieve a joint goal
Guiding questions connecting different
subjects
- From ideas to actions – what are an
individual's chances to influence matters?
- How one can actively work for the benefit
of one's school community?
- Why is it important to accept differences?
- Why do we celebrate?
Work methods:
 independent work
 pair and group work and methods involving cooperation
 inquiry based learning
 portfolio work
 study visits
The student will study, during the entire 7th grade, the area of craft, textile or technical work that he/she has selected. During the
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school term, an exchange work period will be realized.
9.3.1.7.2 HOME ECONOMICS
Introduction
The purpose of instruction in home economics is to develop working skills required in managing day-to-day life, cooperative aptitudes
and information acquisition, as well as their application in everyday situations. The task is to guide the student in taking responsibility
for one's health, human relationships, and finances, as well as the comfort and safety of the immediate environment.
Instruction in home economics is based on practical activity, learning how to act in a group, consideration of the student's own
starting points, and support for comprehensive growth. In home economics, the student becomes familiar with many issues important
from the standpoint of personal wellbeing and good living – issues that deal with the young people themselves, the home, the family,
and the connections between these elements and the changing society and environment. Home economics instruction offers
opportunities for the integration of instruction and for collaboration with other subjects and puts knowledge from several different
fields into practice.
Common objectives
The student will
 come to understand the importance of good manners and equality from the standpoint of the wellbeing of the individual and
family
 learn to think about everyday household management and its connections with one's own choices and activities
 learn to perform basic tasks related to the care of textiles, a residence, and a household, and to use substances, tools, and
working approaches that are appropriate, safe, and compatible with sustainable development
 learn to act as a considerate, responsible consumer and to be aware of problems related to consumption
 become aware of the national domestic culture and of the possibilities ushered in by internationalization and multiculturalism
 learn to value the importance of technology to life, society and environment
 use one's knowledge, skills and techniques when creating a product/solution suited for a purpose
 apply the Design Cycle model in his/her planning and production process while, at the same time, the student's problem
solution skills together with critical and creative thinking will develop
 advance in taking into account other people's views and learn to value alternative solutions to problems
 use and apply information technology in knowledge acquisition, work, communication, and problem solution
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Objectives
7th grade
Contents
7th grade
The family and the understanding of the
meaning of living together

Knowledge of nutrition and the culture of
food


Understanding the position
consumer in the society
of
the


Understanding the meaning of home and
family for wellbeing

Areas of interaction
7th grade
Approaches to learning
• Learning of key work methods and use of
tools
The student will understand the
• Learning and application of the process of
importance of good manners in
food preparation
one's everyday life and learn to
• Time use management and independent
take responsibility for oneself,
work
one's group and one's immediate
• Study diary
environment.
• Information acquisition and processing
skills
The student will know the
• Dissemination of knowledge and skills
nutritional recommendations from
learnt
the standpoint of good health and
• Evaluation of one's own work results and
will be able to choose food and
the way of working
food preparation methods that
• Development of one's own work based on
promote one's wellbeing.
The student will know the safe work what was learnt earlier
methods and the methods for safe
Guiding questions connecting different
storing and handling of foodstuffs.
subjects
The student will know and value
- How to study in Ressu?
festivities and customs and
- How to evaluate one's own work?
traditions related to them.
The student will be aware of the
basics of household management
and the factors impacting on them
and be able to act as an
independent, responsible and
critical consumer.
He/she will view the environmental
impacts of consumerism with a
responsible attitude.
Environments
- How to recycle at home and at
school?
- Sorting, recycling
- The effect of food's life cycle on
environment (local food, organic
food, sustainable food choices)
- The environmental effects and
environmental markings of cleaning
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

The student will practice basic
skills, related to the care of
residence and textiles, and safe
working practices.
The student will understand the
part he/she plays in household
work and in creating a pleasant
environment.
The student will understand the
importance of sorting and recycling
of waste materials.
The student will be able to make
good use of machines and devices
at home in a safe manner.
-
compounds
Saving of energy, and ecological
laundry practice
Guiding questions connecting different
subjects
- How
to
support
sustainable
development
with
one's
own
selections and actions?
Human Ingenuity
- Learning of food preparation and baking
processes, meal planning (The Design
Cycle) and its simple application
Health and social education
- Nutritional recommendations
- Healthy living habits, good diet
- Foodstuffs
- Safe and hygienic work
Guiding questions connecting different
subjects
- Who am I, and how do I look after
myself?
Community and service
- Consumers'
responsibilities
- Acting in a group
rights
and
Guiding questions connecting different
subjects
- From ideas to actions – what are an
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-
individual's chances to influence
matters?
Why do we celebrate?
Work methods:
Instruction in home economics is based, both its theory and practice, on individual, pair and group work. The objective of learning is
to internalize knowledge that can be applied for practical tasks. The study of the subject is based on interactivity and collaboration.
The group assumes a joint responsibility, but each member of the group takes responsibility as an individual for one's own task. The
students obtain information from various sources with a critical attitude.
Assessment
In home economics, cooperation and interaction skills, practical work skills, and information acquisition and processing skills are
assessed. The assessment includes, in addition to the assessment by the teacher, the student's self-assessment. In work
performance, attention is paid on taking responsibilities, application of knowledge and skills learnt, as well as getting deep into work
and following instructions. In the optional home economics assessment, the emphasis, in addition to the abovementioned issues, is
on the application of knowledge and skills learnt and on further development of skills. Organizational capacity and responsibility are
highlighted in the study of the subject. The student's performance is numerically graded for the certificate.
Final assessment criteria for a grade of 8
Skills in cooperation and interaction
The student will
 know how to observe good manners, to behave so as to take others into account and to function independently and in a group
 know fundamentals of planning household work, dividing the work equitably and devoting time to the work and know how to
apply these fundamentals in the learning situation
Practical work skills
The student will
 know the properties of food ingredients and the most common methods of food preparation and know how to make good use
of those methods when preparing food
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




know how to prepare basic Finnish food and pastries with guidance and to assemble one's meals, taking nutritional
recommendations into account
know how to use appropriate working methods and the most common home appliances and devices safely
know how to interpret instructions for the care of textiles and how to take care of the most common textiles
know how to perform the basic tasks of cleaning a home
know how to act so as to preserve the environment, how to select appropriate laundry and cleaning compounds and how to
attend to the basic sorting of domestic wastes
Skills in information acquisition and processing
The student will
 know how to look for and utilize home economics information from different sources, how to interpret the most common
product and package markings and symbols and how to weigh up the reliability of different types of information
 know, in general terms, how to tell what household expenditures consist of and how to make one's own plans for using money
 know about a consumer's key opportunities for influence and taking responsibility
9.3.1.8 Physical education
Introduction
The goal of physical education is to give the student skills, information and experience of
the kind that based on them it is possible to adopt a physically active way of life. The task
of physical education is to have a positive impact on the student's physical, psychological
and social wellbeing
In physical education, the changes in seasons and the exercise fields around our school's
immediate vicinity are taken into account: fields, parks, shores.
Common objectives for grades 1–2
The instruction emphasizes the joy of exercise and that of learning. Playfulness, use of
ideas and creativity are important in teaching situations. The objective is that the student
will move independently and in a group according to the instructions agreed upon. The
student is encouraged to become active and responsible while studying a diversity of basic
physical education skills.
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1st grade's objectives: areas of emphasis
The student will
 practice basic motor skills
 practice cooperation skills and learn
to abide by the rules agreed
 learn to move safely
 learn to dress appropriately
2nd grade's objectives: areas of
emphasis
The student will
 learn more basic motor skills
 practice cooperation, e.g., knowing
how to win or loose
 learn to follow the rules agreed
 learn to look after one's own
cleanliness and exercise equipment
 learn to move safely
1st grade: key contents
basic physical exercise: running,
jumping, throwing etc.
 gymnastics with equipment and
apparatus gymnastics
 musical movement, ring games
 skating basics, snow games
 swimming using the resources
provided by the city
 camping
 forms to organize, ball games, relays,
reduced version of baseball game
 safe journeys to exercise fields
 safety factors during lessons
 right exercise equipment

2nd grade: key contents
basic exercise with gymnastics
equipment, relaxation exercises
 introduction to various types of
physical activities: e.g., athletics,
gymnastics, orienteering, skating, and
swimming using the resources
provided by the city
 musical movements, dances
 exercise in nature
 ball games and relays
 fair play, support
 bathing, washing
 appropriate exercise equipment
 one's own and others' safety

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
Work methods:
individual work, pair and group work, games, plays, trips and events
Assessment:
The assessment of physical education is based on continuous observation. Attention is
paid to the development of the student's exercise skills, activeness, interests and
sociability. The assessment takes place in a supportive atmosphere without an emphasis
on mutual competition.
The student evaluates him/herself as a person participating in physical activities as well as
a member of a group.
The parent or other guardian will get feedback through assessment discussions.
3rd grade: key objectives and contents
"PRACTICE WHILE MOVING"
The student will
 develop his/her muscle control, balance, concentration and coordination skills
 learn skills, which are needed in different physical activities, with the help of
exercises and plays
 learn to obey the rules and regulations of fair play
 experiences the joy of exercise
 comes to physical education lessons dressed and equipped appropriately
 looks after one's hygiene
3rd grade's objectives: areas of emphasis
GYMNASTICS
The student will
 practice the most common basic
gymnastic movements
 practice moving along music
BALL GAMES
The student will
 find out about and practice ball
handling techniques typical of
3rd grade: key contents
GYMNASTICS
 getting introduced to various
apparatus and equipment (floor,
bench, ropes, rings, spring board)
with the help of basic gymnastic
movements
 musical and expressive exercise
BALL GAMES
 playful ball-handling techniques in
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different ball games as applied to
plays and practices
ATHLETICS
The student will
 learn the basics of running, jumping
and throwing
EXERCISE IN NATURE
The student will
 find out about moving around a
terrain with the help of a rudimentary
map
SKATING
The student will
 learn the basics of skating while
taking safety into account
SWIMMING
The student will
 be able to participate through
centrally organized swimming
instruction
different ball games (reception of
service, running with and controlling
the ball, service, shot) in basketball,
soccer, and baseball as well as in
floorball and games on ice
ATHLETICS
 long-jump, ball throwing, and different
length races
 introduction to other physical
activities with the help of children's
equipment
EXERCISE IN NATURE
 moving around in nature with a
rudimentary map in pairs
 sketching of a map
SKATING
 starting, braking, safe falling and
skating forward
SWIMMING
 district-specific curriculum contents
4th grade: key objectives and contents
"LEARN WHILE MOVING AROUND"
The student will
 learn the basics of different physical activities
 obey the rules and regulations of fair play
 seek ideas for physical exercise
 act independently and in a group according to the instructions agreed upon
 participate responsibly in physical education
 have a realistic attitude towards his/her skills
 attends physical education lessons dressed and equipped appropriately
 looks after one's hygiene
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4th grade's objectives: areas of
emphasis
GYMNASTICS
The student will
 know the most common basic
gymnastic movements
 know simple pair and ballroom
dances
BALL GAMES
The student will
 know ball and bat handling
techniques specific to the physical
activity in question, in a game
situation and as a part of a group

ATHLETICS
The student will
 know the basics of running, jumping
and throwing and be able to use them
in a variety of ways
EXERCISE IN NATURE
The student will
 be able to move in nature with the
help of a rudimentary map, while
respecting and enjoying nature
SKATING
The student will
 know the basic skills and be able to
use them in a variety of ways
SWIMMING
The student will
 be able to swim at least 50 meters
4th grade: key contents
GYMNASTICS
 a variety of movements for basic,
equipment and apparatus gymnastics
(floor, horse, vaulting horse, bar)
 basic dance steps
BALL GAMES
 many kinds of practices and reduced
game versions with different game
equipment and applicable rules
 baseball, basketball, soccer, floorball
and games on ice
ATHLETICS
 a variety of basic motor practice in
running and field events
EXERCISE IN NATURE
 basic map symbols
 moving around in nature with the help
of a rudimentary map
SKATING
 sliding practice, kicking techniques,
turns and braking in forward skating
 ice plays and games
SWIMMING
 district-specific curriculum contents
Description of good performance at the end of the 4th grade
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The student will
 master the basic motor skills and be able to use them in a variety of ways in
different forms of physical activity
 know some movements in basic, equipment and apparatus gymnastics
 know some ball games and be able to handle a game equipment also as applied to
plays and practices
 know how to slide in skating, skate forward and brake
 know the basics of traditional and skate skiing and downhill as well
 be able to move in nature with the help of a rudimentary map, while respecting
nature
 be able to swim at least 50 meters
 is capable of expressing him/herself creatively through exercise and moving along
some rhythm or music
 act independently and in a group according to the instructions agreed upon and
participate responsibly and studiously in physical education
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Grades 5–9
Introduction
The objective of physical education is to promote adoption of physically active and healthy lifestyle and have a positive impact on
the student's physical, psychological and social development and wellbeing
The student's progress in physical education is through play and learning of personal knowledge and skills and towards
independent pursuit of pastimes. By taking personal development potential into consideration, it is possible to strengthen the
student's self-knowledge and guide him/her towards tolerance.
Physical education instruction emphasizes the importance of cooperative skills, honesty, responsibility and safety. Instruction in
traffic education teaches the rules of light traffic and safe paths to the venues of physical exercise.
The instruction and assessment takes into consideration natural conditions and seasons, local conditions, the possibilities that
the immediate environment and the school offer, and the student's special needs and state of health.
In the fifth through ninth grades, physical education instruction makes allowances for the differing needs of boys and girls at this
stage of development as well as to the students' differentials in growth and development. The objective is that the students would
understand the importance of physical activities for health and wellbeing, respect others as individuals and have a positive
attitude towards physical exercise. In addition, learning of specific physical exercise skills creates conditions for independent
pursuit of physical activities.
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Objectives
The student will
 develop basic motor skills and skills in various forms of physical activities in all the school's physical activities
 obey the rules and regulations of fair play
 learn to act independently and in a group
 experience joy and refreshment
 develop in expressing him/herself through physical activity
 learn to understand the connections between exercise and health
 prepare oneself appropriately for physical education classes and look after one's hygiene
 get to know new forms of physical activities and know about the possibilities to practice physical activities
 learn to improve and critically evaluate one's own functional abilities
 recognize one's own physical strengths and weaknesses
 understand the international perspective of physical activity, sports and health education
Assessment
Physical education is assessed using the following assessment criteria:
Criterion A: Use of knowledge
The students should have the facts and understanding about the contents or themes of physical education. It is of key
importance to understand the basic principles of specific forms of physical activity. In addition, the student will come to
understand the importance of physical activity as a health-promoting resource and the effects of different factors of fitness to
health.
Criterion B: Movement composition
It is expected that the students will develop their planning and presentation skills in physical activities by creating, selecting
and combining movements into sequences.
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Criterion C: Performance
It is expected that the students would exhibit motor skills learned in various types of physical activities. They should be able to
apply and carry into effect tactics, strategies, and rules in individual and team plays/situations. It is important that the student
knows how to use the movements learnt to the purpose intended, and he/she will know how to apply the principles of health
and physical fitness.
Criterion D: Social skills and personal engagement
The students should respect each other, support, motivate and try to maintain a positive atmosphere in their physical
education group. By taking responsibility for their own development in sporting activities, the students should be able to set
realistic goals for their own development in sports and other physical activities. This is aimed at through evaluating one's own
performance and achievements and by using feedback received from other students/the teacher as a help.
The assessment is based on the teacher's observations, the student's self-assessment, fitness and movement control tests,
and possible written products.
FINAL ASSESSMENT CRITERIA FOR A GRADE OF 8
The student will
 know the key skills in running, jumping, and throwing
 know how to perform floor gymnastic movements and gymnastic movements with equipment and apparatus
 demonstrate through one's actions that he/she understands the importance of rhythm in exercise and dance
 know the fundamentals of the most common ball games and play them according to the rules agreed upon
 know how to orienteer with the aid of a map and compass and know about everyman's rights and responsibilities
 know how to skate well
 master the basic techniques needed in cross-country skiing
 master swimming and know water-rescue skills
 know the connections between exercise and health
 know how to maintain, evaluate and improve one's functional abilities
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

demonstrate a desire to learn and make an effort in physical education, prepare oneself properly for physical education
lessons and attend to one's cleanliness
act responsibly, take others into consideration and adhere to agreements, rules, and principles of fair play
Work methods




Instruction in physical education takes into consideration natural conditions and seasons, as well as the possibilities
that the immediate environment and the school offer.
The students engage in individual, pairwise and groupwise activities.
The instruction implements student-oriented teaching.
Allowances are made for the differing needs of boys and girls as well as to the students' differentials in growth and
development.
5th grade
Objectives
Contents
Themes
SWIMMING AND AQUATIC
EXERCISE
SWIMMING AND AQUATIC
EXERCISE
Approaches to Learning
Swimming instruction is centrally
organized in accordance with the
district-specific curriculum
Swimming instruction is centrally
organized in accordance with the
district-specific curriculum

ORIENTEERING AND
EXERCISE IN THE NATURAL
ENVIRONMENT
Studying of map symbols. Practicing
map orientation: Moving around in the
immediate environment and in the
ORIENTEERING AND EXERCISE IN
THE NATURAL ENVIRONMENT
Studying of map symbols. Practice in
map orientation: Moving around in the
immediate environment and in the
-
gymnastics
rhythmics and dance
Guiding questions connecting different
subjects
-
How to study different
subjects?
How to express myself?
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nature with a map

nature with a map
Environments
BALL GAMES and TEAM
GAMES
Practicing different types of ball games.
Playing, in a variety of ways, different
types of ball games and reduced game
versions with applicable rules.
BALL GAMES and TEAM GAMES
-
Practicing different types of ball games.
Playing, in a variety of ways, different
types of ball games and reduced game
versions with applicable rules.
-
GYMNASTICS
GYMNASTICS
Practicing gymnastic movements and
body control on different gymnastic
apparatus and on floor.
Practicing gymnastic movements and
body control on various gymnastic
apparatus and on floor.
Practicing the basics of gymnastics with
equipment.
Practicing the basics of gymnastics with
equipment
SKATING
SKATING
The student can skate forward and stop
from speed.
Balancing practices, kicks, slides,
brakings and various ice games and
plays
orienteering and exercise in the
natural environment
skating
skiing
Guiding questions connecting different
subjects
-
Where do I live?
How does a human being make
use of one's environment?
Human Ingenuity
-
ball games and team games
keep-fit training
Guiding questions connecting different
subjects
SKIING
SKIING
The student will improve his/her skiing
skills using both the modern skating
style and traditional cross-country style.
ATHLETICS
The student will apply basic skills of
jumping and throwing to the most
-
Learning skiing skills where possible
ATHLETICS
Practicing running, jumping and
throwing in the athletics context.
What does creativity mean to
me, and how do I assume
responsibility for my own
actions?
Health and Social Education
-
all sports
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popular athletics sports.
RHYTHMICS AND DANCE
The student will learn to move with the
music and improve one's coordination
skills.
KEEP-FIT TRAINING
RHYTHMICS AND DANCE
Exercise with music and rhythm
practices. Combining movements with
music.
KEEP-FIT TRAINING
Muscle conditioning practice, circuit
training, stretching, jump practice
Guiding questions connecting different
subjects
-
Community and service
-
The student will learn techniques to
perform the most common muscle
fitness movements and will improve
his/her muscle condition.
How do I interact with others?
Who am I?
How do I look after myself?
all sports
Guiding questions connecting different
subjects
-
What kinds of communities I
belong to and how should I act
for their benefit?
6th grade
Objectives
Contents
Themes
SWIMMING AND AQUATIC EXERCISE SWIMMING AND AQUATIC EXERCISE Approaches to Learning
The student will master a swimming skill Practicing different ways of moving in
(200m of which at least 50m on back)
water. Water plays and games
ORIENTEERING AND EXERCISE IN
THE NATURAL ENVIRONMENT
ORIENTEERING AND EXERCISE IN
THE NATURAL ENVIRONMENT
-
gymnastics
rhythmics and dance
Guiding questions connecting different
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The student will be able to estimate
trips and distances on a map and in
nature. The student will be able to
recognize the most common map
symbols.
BALL GAMES and TEAM GAMES
The student will improve in the
techniques and playing skills of various
ball games.
GYMNASTICS
The student will learn basic movements
on gymnastic apparatus and will
practice gymnastics with equipment.
SKATING
Studying of map symbols and scales.
Practice in map orientation. Practice in
determining one's own location.
BALL GAMES and TEAM GAMES
Practicing different types of ball games.
Playing, in a variety of ways, different
types of ball games and reduced game
versions with applicable rules.
GYMNASTICS
Practicing gymnastic movements and
body control on different gymnastic
apparatus and on floor.
subjects
-
How do I learn how to learn?
Environments
-
orienteering and exercise in the
natural environment
skating
Guiding questions connecting different
subjects
-
In what kind of environment do I
live?
SKATING
Human Ingenuity
The student will be able to do reverse
skating.
Balancing practices, kicks, slides,
brakings and various ice games and
plays
SKIING
SKIING
The student will improve his/her skiing
skills using both the modern skating
style and traditional cross-country style.
Learning skiing skills where possible
ATHLETICS
ATHLETICS
Practicing skills of various sports in
athletics.
The student will find out about the most
popular athletics sports.
RHYTHMICS AND DANCE
-
rhythmics and dance
Guiding questions connecting different
subjects
-
How human inventiveness is
shown in different subjects and
areas?
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RHYTHMICS AND DANCE
The student will know how to move with
music using step sequences. The
student will know some individual,
group and pair dances.
KEEP-FIT TRAINING
The student will learn how to improve
one's own physical condition.
Exercise with music and rhythm
practices. Combining movements with
music. Old dances and waltz.
KEEP-FIT TRAINING
Muscle conditioning practice, circuit
training, stretching, jump practice,
fitness and movement control tests,
Cooper's test.
Health and Social Education
-
all sports
Guiding questions connecting different
subjects
-
How to act in a safe manner?
How to live in a healthy way?
Community and service
-
ball games and team games
Guiding questions connecting different
subjects
-
How humans act as members of
communities?
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7th grade
Objectives
Contents
Themes
SWIMMING AND AQUATIC EXERCISE SWIMMING AND AQUATIC EXERCISE Approaches to Learning
The student will learn basic swimming
styles.
Freestyle and backstroke
Water plays and games
ORIENTEERING AND EXERCISE IN
THE NATURAL ENVIRONMENT
ORIENTEERING AND EXERCISE IN
THE NATURAL ENVIRONMENT
The student will learn to orientate with a
map and a compass. The student will
know how to use orienteering maps.
The student will know about everyman's
rights.
Different forms of orienteering. Revision
of map symbols. Practicing the use of a
compass. Learning the most common
everyman's rights.
BALL GAMES and TEAM GAMES
The student will learn rules of ball
games and playing as a team.
GYMNASTICS
The student will learn more gymnastics
movements and body control. The
student will learn to assist in
movements.
SKATING
The student will master forward
crossover skating.
The student will
BALL GAMES and TEAM GAMES
Learning ball game rules. Playing
downscaled games with official rules.
GYMNASTICS
Practicing gymnastic movements, body
control, and assisted movements on
different gymnastic apparatus and on
floor.
SKATING
Balancing practices, kicks, slides,
brakings, crossover skating and various
- Swimming
Guiding questions connecting different
subjects:
-
How to study in Ressu?
How to assume the responsibility
for my own study?
Environments
-
Orienteering and skating
especially
- Visits
Guiding questions connecting different
subjects:
-
Do I know my immediate
environment?
Human Ingenuity
- ball games and team games
- keep-fit training
Guiding questions connecting different
subjects:
-
How are creativity and
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learn the rules of the most popular ice
games.
SKIING
The student will improve his/her skiing
skills using both the modern skating
style and traditional cross-country style.
ATHLETICS
The student will broaden his/her
knowledge about different athletic
sports.
RHYTHMICS AND DANCE
The student will know how to move with
music using step sequences. The
student will know some individual,
group and pair dances.
KEEP-FIT TRAINING
The student will understand the concept
of physical fitness and its subareas. The
student will learn to use the most
common gym equipment. The student
will learn muscle conditioning.
inventiveness shown in different
study subjects?
ice games and plays
SKIING
Learning skiing skills where possible
ATHLETICS
Practicing of a diverse range of
techniques in various athletic sports
Health and Social Education
-
all the contents in the 7th grade
Guiding questions connecting different
subjects:
RHYTHMICS AND DANCE
Standard dance pieces, Latin-American
dances, old dances, ballroom dances
and various solo performances.
KEEP-FIT TRAINING
Muscle conditioning practice, different
forms of aerobics, gym training, circuit
training, stretching, relaxation, jump
practice Fitness tests and movement
control tests, Cooper's test.
Who am I, and how do I look
after myself?
Community and service
- rhythmics and dance
Guiding questions connecting different
subjects:
-
Why is it important to accept
differences?
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8th grade
Objectives
Contents
Themes
SWIMMING AND AQUATIC
EXERCISE
SWIMMING AND AQUATIC
EXERCISE
Approaches to Learning
The student will learn basic swimming
styles. The student will improve as a
swimmer.
Breast-stroke, dives, water plays and
games
ORIENTEERING AND EXERCISE IN
THE NATURAL ENVIRONMENT
The student will know how to use
orienteering maps.
The student will know how to orientate
the map with the help of the terrain.
The student will be able to make good
use of the compass. The student will
be able to advance along guiding
routes in cross-country areas.
BALL GAMES and TEAM GAMES
The student will apply skills learnt in
various types of games.
GYMNASTICS
The student will know how to combine
various gymnastics movements into
ORIENTEERING AND EXERCISE IN
THE NATURAL ENVIRONMENT
Practice in making route choices.
Various orienteering practices.
Practice in making good use of clear
terrain indications in orienteering.
- Keep-fit training
Guiding questions connecting different
subjects:
-
How to evaluate one's own
work?
Environments
-
orienteering and exercise in the
natural environment
Guiding questions connecting different
Practice in applying sport skills in game subjects:
situations. Combining skills in various
- How to learn in the immediate
sports with game-like practices.
environment and how to learn
about the immediate
GYMNASTICS
environment?
Practice in combining gymnastics
- What is sustainable
development?
movements of one's own skill level.
BALL GAMES AND TEAM GAMES
SKATING
Balancing practices, kicks, slides,
brakings, crossover skating and
Human Ingenuity
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sequences or bigger wholes.
various ice games and plays
SKATING
SKIING
The student will master backward
crossover skating.
Learning skiing skills where possible in
a variety of ways.
SKIING
ATHLETICS
- rhythmics and dance
- gymnastics
Guiding questions connecting different
subjects:
-
How to discover one's own
creativity?
The student will improve his/her skiing
Practicing of a diverse range of
Health and Social Education
skills using both the modern skating
techniques in various athletic sports
- all sports
style and traditional cross-country style.
RHYTHMICS AND DANCE
Guiding questions connecting different
ATHLETICS
subjects:
Standard dance pieces, Latin-American
The student will master the most
dances, old dances, ballroom dances
- How to act while listening to
yourself and others?
common sports in athletics.
and various solo performances.
Familiarization with the history and
RHYTHMICS AND DANCE
etiquette of dance.
The student will dance, on music, some
KEEP-FIT TRAINING
of the most common individual, group
and pair dances.
Muscle conditioning practice, gym
training, circuit training, stretching,
KEEP-FIT TRAINING
relaxation, jump practice. Different
forms of aerobics. Fitness tests and
The student will learn gym training
movement control tests, Cooper's test.
basics. The student will learn the
principles of the development and
maintenance of basic aerobic fitness.
Community and service
- ball games and team games
- skiing
Guiding questions connecting different
subjects:
-
How does the Finnish
community affect us?
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9th grade
Objectives
Contents
Themes
SWIMMING AND AQUATIC EXERCISE SWIMMING AND AQUATIC EXERCISE Approaches to Learning
The student will learn water rescue. The Swimming for distance/fitness Water
student will learn about various aquatic rescue Various forms of aquatic
exercise forms.
exercise.
ORIENTEERING AND EXERCISE IN
THE NATURAL ENVIRONMENT
ORIENTEERING AND EXERCISE IN
THE NATURAL ENVIRONMENT
The student will know how to use
orienteering maps. The student is
allowed to do route selections and
make them effective.
Orienteering on courses of different
lengths and levels. Rogaining. Practice
of control point marking.
BALL GAMES and TEAM GAMES
BALL GAMES AND TEAM GAMES
The student will familiarize him/herself
with some more specialized ball games
when possible. The student will learn
tactics of ball games.
Familiarization with ball game tactics on
team and individual levels. Application
of type-specific sport skills on games.
Familiarization with new ball games
whenever possible.
GYMNASTICS
GYMNASTICS
The student will be able to create
gymnastics sequences on his/her own
skill level, alone or in a group.
Planning of gymnastics sequences on
different apparatus and on floor,
individually and in a group.
SKATING
SKATING
The student will apply his/her skating
Playing of various ice games in a
- swimming
Guiding questions connecting different
subjects:
-
How to evaluate and reflect upon
one's own learning?
Environments
- keep-fit training
Guiding questions connecting different
subjects:
-
How to be active for one's own
neighbourhood?
Human Ingenuity
- skiing
- ball games and team games
Guiding questions connecting different
subjects:
-
What can Finnish culture offer to
us and to other cultures?
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skills to different ice sports.
diversity of contexts. Tour skating.
Health and Social Education
SKIING
SKIING
The student will apply his/her skiing
skills on different terrains and in varying
weather conditions.
Learning skiing skills where possible in
a variety of ways.
- all contents
- fitness training especially
Guiding questions connecting different
subjects:
ATHLETICS
The student can independently practice
and perform most important athletics
sports on a sports stadium.
RHYTHMICS AND DANCE
The student knows about the history
and etiquette of dance. The student will
recognize the most popular pieces of
dance music and dance along them
using steps learnt.
KEEP-FIT TRAINING
The student will know how to improve
and evaluate one's own physical
fitness. The student will understand the
connections between exercise and
health.
ATHLETICS
-
What is human life cycle?
Heptathlon.
RHYTHMICS AND DANCE
Standard dance pieces, Latin-American
dances, old dances, ballroom dances
and various solo performances.
Familiarization with the history and
etiquette of dance.
KEEP-FIT TRAINING
Community and service
- student sports
- swimming
Guiding questions connecting different
subjects:
-
How one can actively work for
the benefit of one's school
community?
Muscle conditioning practice, gym
training, circuit training, stretching,
relaxation, jump practice, stick
gymnastics. Different forms of aerobics.
Fitness tests and movement control
tests, Cooper's test.
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9.3.1.9 Educational and vocational guidance
Introduction
The task of guidance and counselling activities is to support the student's growth and development so that the student is able to
improve his/her study abilities and develop one's social maturity, and to develop knowledge and skills necessary from the standpoint
of life-planning. With the aid of guidance and counselling, the student makes decisions on studying, training, day-to-day life, and
career on the basis of his/her own abilities and interest. The purpose of guidance and counselling activities is to boost the productivity
of schoolwork, enhance wellbeing at school and prevent social exclusion. Counselling also helps to promote educational, ethnic, and
gender equality.
Common objectives
The student will
 learn independence, responsibility, and self-knowledge
 learn skills in cooperation and interaction
 learn to improve one's learning capabilities, to recognize one's learning difficulties and to look for help in problem situations
 get to know various learning styles and learn to develop one's study skills, as well as evaluating one's own actions
 receive support and guidance in education's different transition phases during and at the end of basic education
 receive support and guidance in his/her occupational orientation, including subject, training, and occupational choices that
transcend gender boundaries
 learn to look for information and acquire skills for studying, the future, life plans, and life choices by using possibilities offered
by information and communication technology
 learn to develop one's decision-making skills and to carry out and assess one's future plans, even under changing conditions
 learn how to obtain information about society, working life, and entrepreneurship and come to embrace multiculturalism and
internationalism.
Objectives
Grades 7–9:
Contents
Contents emphasised for specific grades:
Themes
Approaches to Learning
In guidance and counselling activities, the 7th grade
objective is to give comprehensive
 self-knowledge
support to the student in learning, study
 functioning in the school

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skills and self-knowledge. The objective is
to help and support the student in choices
and decisions related to his/her own study
and educational future.


community, structure of basic
education, progress, and student
assessment
study skills
optional subjects and choosing
them
8th grade
 knowledge of working life,
occupational structure, vocational
fields
 Finland's educational system
 possibilities for further studies after
comprehensive school
9th grade
 skills in planning of future and
decision-making skills
 possibilities for further studies after
comprehensive school, applying for
further studies, the system for joint
application
 possibilities to study and work
abroad
 counselling, guidance, and
information services
 introduction to working life
 study financing
 e-learning support services
 instruction and orientation for
project work

assessment
considering one's own learning style
and factors that help one in learning
Guiding questions connecting different
subjects
 How to assume the responsibility for
my own study?
 I as a learner
 How to evaluate one's own work?
 How do I learn?
Environments
 nearest educational opportunities
 possibilities to study and work
abroad
Guiding questions connecting different
subjects
 Do
I
know
my
immediate
environment?
Human Ingenuity

occupational fields and one's own
choice
Guiding questions connecting different
subjects
 How to discover one's own
creativity?
Community and service
 familiarization with
the
Finnish
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educational system and working life,
thinking of one's own future as a part
of Finnish society and its educational
system
Guiding questions connecting different
subjects
 From ideas to actions – what are an
individual's chances to influence
matters?
Health and Social Education

one's own choices, career, decisionmaking skills
Guiding questions
subjects


connecting
different
How to act while listening to yourself
and others?
What is it like to be a young person
in today's world?
Work methods
Grades 7–9
The provision of educational and vocational guidance is realized during class time and as personal and small group guidance.
Guidance given in class sessions mainly deals with such areas of educational and vocational guidance which are related to all
students and which are not necessary or possible to discuss separately with each student. The most important work methods include
instruction debate and group work.
Personal small group counselling helps the student in drawing up his/her own study programme and in vocational planning. The
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counselling especially supports those young people who experience difficulties related to their studies or to getting a place for further
studies. Each student is entitled to get sufficient personal guidance in support of his/her studies and career path choice. During
personal counselling, the student has an opportunity to discuss questions related to his/her studies, educational and vocational
choices, and his/her life situation.
Two weeks will be spent in the introduction to work life (TET). Through the introduction to work life, the student will acquire personal
experience and knowledge about work life and occupations in a real work environment.
Assessment
Student guidance and counselling is not given a grade. In grades 7–9, the assessment uses the pass/fail as the evaluation scale.
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9.3.2 OPTIONAL SUBJECTS
Optional subject courses




In Ressu Comprehensive School, optional subjects have been divided into four sectors: skill subjects, art subjects,
other optional subjects and optional languages.
Course choices for grades 8 and 9 are made during the spring of the 7 th grade. 9. grade choices are still considered
during the spring of the 8th grade. Before these choices are made, a guidance and information event is arranged for the
students and their guardians.
Each student in the 8 the grade chooses 3x2 lesson hours and in the 9 th grade 3x2 lesson hours
Each of the students must choose one subject from Group A and one from Group B; the third subject can be chosen
from any group. The minimum size for each optional subject group is 10 students. The Finnish language and English
language groups for the same optional subject can be combined if the size of the group would otherwise remain under
the minimum size. The combined group decides about the course instruction language in the beginning of the course.
A
Art subjects
 expression
 visual arts
 music
B
skill subjects
 home economics
 technical work
 textile work
 information and
communication
technology
C
other optional subjects
 physical education
 economy and business
 electronics
 mathematical problemsolution
 support student course
 humans and the
environment
D
A2 and B languages
A2-Swedish
A2-French
B-French
B-German
B-Russian
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9.3.2.1 Home economics
Introduction
The purpose of instruction in home economics is to develop working skills required in managing day-to-day life, cooperative aptitudes
and information acquisition, as well as their application in everyday situations. The task is to guide the student in taking responsibility
for one's health, human relationships, and finances, as well as the comfort and safety of the immediate environment.
Instruction in home economics is based on practical activity, learning how to act in a group, consideration of the student's own
starting points, and support for comprehensive growth. In home economics, the student becomes familiar with many issues important
from the standpoint of personal wellbeing and good living – issues that deal with the young people themselves, the home, the family,
and the connections between these elements and the changing society and environment. Home economics instruction offers
opportunities for the integration of instruction and for collaboration with other subjects and puts knowledge from several different
fields into practice.
Common objectives
The student will
 come to understand the importance of good manners and equality from the standpoint of the wellbeing of the individual and
family
 learn to think about everyday household management and its connections with one's own choices and activities
 learn to perform basic tasks related to the care of textiles, a residence, and a household, and to use substances, tools, and
working approaches that are appropriate, safe, and compatible with sustainable development
 learn to act as a considerate, responsible consumer and to be aware of problems related to consumption
 become aware of the national domestic culture and of the possibilities ushered in by internationalization and multiculturalism.
Grades 8–9
optional home economics in grade 9 requires the completion of the grade 8 course.
The objective of the study of the optional home economics is to deepen and broaden the skills and knowledge learnt earlier. The
instruction in the eighth grade emphasises the traditional Finnish culinary arts and customs in general. In the ninth grade the focus
is on international gastronomy. The optional home economics in the ninth grade requires the completion of the course in the eighth
grade.
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Objectives
Grades 8–9
The objective of the study of the optional
home economics is to deepen and
broaden the skills and knowledge learnt
earlier. The instruction in the eighth grade
emphasises
the
traditional
Finnish
culinary arts and customs. In the ninth
grade the focus is on international
gastronomy.
The
optional
home
economics in the ninth grade requires the
completion of the course in the eighth
grade.
Contents
Grades 8–9

 The student will know both the
national and international culinary
arts and customs in general. The
student will understand his/her role
as a responsible consumer and can
look after home and the
environment together with others.
Themes
Grades 8–9
Learning to learn
• Mastery of key work methods and use of
tools and their possible application
• resource management: time, materials,
knowledge and skills, money
• Knowledge of the process of food
preparation and its application
• Independent work
• Information acquisition and processing
skills applied critically
• Dissemination of knowledge and skills
learnt
• Evaluation of one's own work results and
the way of working
• Development of one's own work and its
application based on what was learnt
earlier
Guiding questions connecting different
subjects
 How to effectively use different
sources?
 How to evaluate one's own work?
Environments
• Sorting, recycling
• The effect of food's life cycle on
environment (sustainable food choices and
taking responsibility of the choices)
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• Saving of energy
Guiding questions connecting different
subjects
• How to support sustainable development
with one's own choices and actions?
Human ingenuity
• Competence in food preparation and
baking processes, meal planning (The
Design Cycle) and creative application
Guiding questions connecting different
subjects
 How are different cultures born, and
how to understand them?
 What can Finnish culture offer to us
and to other cultures?
 How to discover one's own
creativity?
Health and social education
• Special diets
• Culinary arts and general customs
• Safe and hygienic work
Guiding questions connecting different
subjects
 What kinds of ethical choices do
humans face during their life?
 How do my decisions influence the
world?
Community and service
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• Participation in common events at school
(looking after food and drink provision)
• Acting in a group
Guiding questions connecting different
subjects
• Why do we celebrate?
• How can you actively work for the benefit
of your school community?
Work methods
Instruction in home economics is based, both its theory and practice, on individual, pair and group work. The objective of learning is
to internalize knowledge that can be applied for practical tasks. The study of the subject is based on interactivity and collaboration.
The group assumes a joint responsibility, but each member of the group takes responsibility as an individual for one's own task. The
students obtain information from various sources with a critical attitude.
Assessment
In home economics, cooperation and interaction skills, practical work skills, and information acquisition and processing skills are
assessed. The assessment includes, in addition to the assessment by the teacher, the student's self-assessment. In work
performance, attention is paid on taking responsibilities, application of knowledge and skills learnt, as well as getting absorbed into
work and following instructions. In the optional home economics assessment, the emphasis, in addition to the abovementioned
issues, is on the application of knowledge and skills learnt and on further development of skills. Organizational capacity and
responsibility are highlighted in the study of the subject. The student's achievements are numerically graded for the certificate.
Final assessment criteria for a grade of 8
Skills in cooperation and interaction
The student will
 know how to observe good manners, to behave so as to take others into account and to function independently and in a group
 know fundamentals of planning household work, dividing the work equitably and devoting time to the work and know how to
apply these fundamentals in the learning situation
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Practical work skills
The student will
 know the properties of food ingredients and the most common methods of food preparation and know how to make good use
of those methods when preparing food
 know how to prepare basic Finnish food and pastries with guidance and to assemble one's meals taking nutritional
recommendations into account
 know how to use appropriate working methods and the most common home appliances and devices safely
 know how to interpret instructions for the care of textiles and how to take care of the most common textiles
 know how to perform the basic tasks of cleaning a home
 know how to act so as to preserve the environment, how to select appropriate laundry and cleaning compounds and how to
attend to the basic sorting of domestic wastes
Skills in information acquisition and processing
The student will
 know how to look for and utilize home economics information from different sources, how to interpret the most common
product and package markings and symbols and how to weigh up the reliability of different types of information
 know, in general terms, how to tell what household expenditures consist of and how to make one's own plans for using money
 know about a consumer's key opportunities for influence and taking responsibility
9.3.2.2 Drama
A course on expression skills can be taken both in the eighth as well as in the ninth grade. Taking the course in the ninth grade
does not require participation in the expression skills in the eighth grade.
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Objectives for grades 8–9
Contents for grades 8–9
The main objective of the expression
skills subject is to strengthen and
deepen young people's faith in their own
expression and encourage them to be
themselves among others. This requires,
from the group, a motivating and creative
atmosphere where everyone dares to
look for and try out various dimensions of
one's own expression.
The expression skill groups start the Learning to learn
school year with grouping practices and
- evaluation of one's own work
joint improvisations. Because the activity
- various improvisation techniques
takes place in a group, the group's tasks
- familiarization with various forms
are mainly communal.
of expression
The objective in expression skills is to
develop the young person's artistic
awareness through continuous activity
and its evaluation. The students are
encouraged into artistic thinking and
activity. Because the activity is group
based,
intensive
presence
and
commitment
to
the
activity
is
indispensable.
The optional expression skill groups
prepare presentations for the school's
common festivities. In both grades, the
students are familiarized with various
improvisation techniques and forms of
community theatres. Eight graders are
introduced to the classical play,
processing of a play script and variations
of the same. With ninth graders, more
modern performance and theatre forms
are
experimented
with.
In
all
performances, common planning and
implementation are the starting points.
Themes for grades 8–9
Guiding questions connecting different
subjects
-
How to evaluate one's own work?
I as a risk taker
Environments
-
making good use of the
immediate environment as a part
of performances
Guiding questions connecting different
subjects
-
How to learn in the immediate
environment and how to learn
about
the
immediate
environment?
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Human ingenuity
-
-
use of one's own creativity as a
basis for performances and
presentations
working on a play script
Guiding questions connecting different
subjects
-
How to discover one's own
creativity?
How to use and critically evaluate
different
means
of
communication?
Health and social education
-
the importance of expression to
the self-esteem of an individual
Guiding questions connecting different
subjects
-
How to act while listening to
yourself and others?
Community and service
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-
forms of the community theatre
Guiding questions connecting different
subjects
-
How do we influence?
How can one actively work for the
benefit
of
one's
school
community?
Assessment
In expression skills, the focus of evaluation is on the student's interaction skills, application of what has been learnt and
experimentation with the new. The assessment pays attention to the student's ability to take other group members into
consideration, eagerness to try out and permit different forms of expression, willingness to tackle challenges, and the skill to
evaluate one's own and others' activities in a reflective manner. Presentations and performances prepared in expression skills
(commitment to them, processing and completion) form a part of the assessment as well. The feedback provided in expression
skills is both oral (continuous feedback by the teacher and fellow students during the activities) and written (e.g., work diary).
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9.3.2.3 Visual arts
Visual arts can be taken both in the eighth as well as in the ninth grade. Taking the course in the ninth grade does not require
having taken it in the eighth grade.
In the optional visual arts the study started earlier on the key concepts in visual arts is deepened. The instruction aims to
emphasise individual expression, so that the student would find a way to visually express one's thoughts, observations, mental
images and feelings and would learn to understand the ways art deals with the various life phenomena.
Students learn to examine and evaluate art, visual communication and environment from aesthetic and ethical viewpoints. They
practice talking about one's own and others' visual expression and work methods, such as content-related, visual and technical
solutions, as well as using the key concepts in visual arts.
The optional visual arts course can be freely taken in the eighth and/or ninth grades.
Assessment
Assessment is based on a variety of observations by the teacher during classes. The assessment targets the student's work
process in visual arts and the results produced as well as his/her participation in instruction discussions and his/her selfassessment skill. In addition, attention is paid to the appreciation of one's own work and the work of others by the student. The
assessment also pays attention to related hobbies, spirit of self-expression and originality.
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9.3.2.4 Music
Music can be taken both in the eighth as well as in the ninth grade. Taking the course in the ninth grade does not require having taken it in the eighth
grade.
Objectives
Grades 8–9
The student will
 master the basics of using voice in
a healthy way and the basics of the
microphone technique
 will maintain and improve his/her
abilities in different areas of
musical expression while being a
member of a music making group
 take other group members into
consideration in his/her work
 master correct and safe us of audio
and electric musical instruments
 master concentrated listening and
distinguish different musical styles
and periods from each other
 value music and different music
cultures
Contents
Grades 8–9








practice of a diverse repertoire, for
2-3 voices
a repertoire of songs, some of them
by heart
practices which develop skills in
playing together; instrumental play
that represents the diverse aspects
of different music styles and
cultures using the whole set of the
musical instruments in the music
class
own musical invention with the aid
of voice, singing, movements,
improvisation, composition,
adaptation, and music technology
deepening of the mastery of
musical concepts and syntax
popular, jazz, stage and classical
music: their history and their
present
a variety of listening material and
its analysis by time, location and
culture
familiarization with music cultures
of the different continents
Themes
Grades 8–9
Learning to learn



finding one's own strengths in music
making
deepening
one's
information
acquisition skills
assessment of one's own study
(including the process and the
result)
Guiding questions connecting different
subjects
 How do I learn?
 How to effectively use different
sources?
 How to evaluate one's own work?
Environments


observation of the sound
environment and its significance
to the individual/community
responsibility in music
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
making/consuming both in the
physical as well as in the
psychological environment
introduction to the professions in
the music field
Guiding questions connecting different
subjects

How to be active for one's own
neighbourhood?
Human ingenuity


practice of creative process through
one's own creative work
human creativity throughout times
Guiding questions connecting different
subjects



How are different cultures born, and
how to understand them?
How to discover one's own
creativity?
What can Finnish culture offer to us
and to other cultures?
Health and social education

taking care of one's hearing and the
safe use of electric musical
instruments/devices
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Guiding questions connecting different
subjects

How to act while listening to yourself
and others?
Community and service


giving and receiving feedback
preparing a performance for a
school festivity
Guiding questions connecting different
subjects


How do we influence?
How to learn to engage actively as a
member of my communities?
Work methods
 Singing
 Playing instruments
 Musical invention
 Observational listening
 Music with exercise
 Music technology
 Music knowledge
 Integration to other study subjects
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

Performances in school's festivities and events
Utilization of music offer in the city centre
Assessment
The progress of a student in music studies is assessed mainly by observing his/her participation in class work. The assessment
takes into account the development of the student's cooperative skills as a member of a music-playing group and his/her
eagerness to learn the skills and facts of musical expression. Small-scale song and play demonstrations and written tests may also
be arranged.
The student will get feedback about his/her work and progress during lessons.
The student is encouraged to do self-evaluation both in the music studies as well as in how to participate in a group.
The parent or the guardian will receive feedback about the child's participation and progress in music studies in intermediate and
school year reports.
9.3.2.5 Technical work
Introduction The student can take technical work in grade 8 and in grade 9.
The key issues in the study are diverse planning and production, proper mastery and deepening of various techniques, as well as
knowledge of materials, independent work methods and cooperation skills. Technical work is realized in the form of
projects/themes, which are planned together. The subjects are common, but the works are individual and reflect one's own skills
and likes.
Objectives for grades 8–9
 deepening of the knowledge and skills obtained in grade 7
 a good and many-sided mastery of techniques, tools and machines
 knowledge of materials
 work safety
 perseverance
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aiming at independent problem solution
practice of portfolio work
planning, implementation and evaluation of one's own objectives
cooperation skills
Objectives
Grades 8–9









deepening of the knowledge and
skills obtained in grade 7
a good and many-sided mastery of
techniques, tools and machines
knowledge of materials
work safety
perseverance
aiming at independent problem
solution
practice of portfolio work
planning, implementation and
evaluation of one's own objectives
cooperation skills
Contents
Grades 8–9






the study contents of technical work
consist of: design and planning
techniques (e.g., modelling),
measurement techniques, work
techniques, metal working
techniques, wood working
techniques, mechanical engineering
and engine technology
the study takes place within the
framework of jointly agreed themes,
the extent of which can vary from
some hours to several weeks
themes are thought up and planned
together, and a common framework
is staked out for the chosen themes
sustainable development,
economic issues, etc. are paid
attention to during the study
each student defines his/her own
objectives and plans his/her work
differentiating, independent work in
accordance with one's own
competence and orientation
Themes
Grades 8–9
Learning to learn:
•Mastery of devices, machines, tools and
central work methods used in crafts and
their application
• Resource management: time, materials,
knowledge and skills, expenses
• Independent work
• Learning diary where possible
• Problem-solving skills
• Information acquisition and processing
skills applied critically
• Dissemination of knowledge and skills
learnt
• Evaluation of one's own work results and
the way of working
• Development of one's own work, work
methods and resulting products based on
what was learnt earlier
Guiding questions connecting different
subjects
 How to evaluate one's own work?
Environments:
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• Consideration of environmental issues in
material selection and use (sustainable
development)
• Recycling and the reuse of materials
• Textiles' life cycle, and environmentally
friendly textiles
Guiding questions connecting different
subjects
• How to support sustainable development
with one's own choices and actions?
Human ingenuity:
• Mastery of the creative design and
production process (The Design Cycle)
and its creative implementation
Guiding questions connecting different
subjects
• How to discover one's own creativity?
Community and service:
• Taking responsibility for one's own work
result and working
• Participation in joint projects (e.g., Valon
Lumo, i.e., "The spell of light", during the
autumn of 2006) and work to achieve a
common goal
• Participation in national or international
fundraising
events
(E.g.
Ethiopia
fundraising) as far as possible
Guiding questions connecting different
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subjects
• From ideas to actions – what are an
individual's chances to influence matters?
• How can you actively work for the benefit
of your school community?
• Why do we celebrate?
Work methods
 independent work
 pair and group work, methods involving cooperation
 inquiry based learning
 portfolio work
 study visits
Assessment
The students evaluate their own progress and work throughout the project. Also the teacher's evaluation is based on following the
whole process: design and planning skills, decision and choice making, mastery of technologies, knowledge of materials, mastery of
broader issues, independent coping, cooperation skills, product quality, aesthetics, etc. Each student also evaluates his/her own
work in writing. The teacher grades each work numerically, and the certificate will have a numerical grade.
9.3.2.6 Textile work
Introduction
The student can take the optional textile work course in the 8th grade (two weekly lessons) and in the 9th grade (two weekly
lessons).
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The key issues in the study are planning and production of clothing and interior-design textiles, good all-round mastery and
deepening of various techniques, as well as knowledge of materials, independent work methods and cooperation skills. Handicrafts
are realized in the form of projects/themes planned together. The subjects are common, but the works are individual and reflect
one's own skills and likes.
Objectives for grades 8–9








deepening of the knowledge and skills obtained in grade 7
a good and many-sided mastery of techniques, tools and machines
knowledge of materials
perseverance
aiming at independent problem solution
practice of portfolio work
planning, implementation and evaluation of one's own objectives
cooperation skills
Contents
 design and production of clothing and interior-design
textiles with different techniques
 the study takes place within the framework of jointly
agreed themes, the extent of which can vary from
some hours to several weeks
 themes are thought up and planned together, and a
common framework is staked out for the chosen
themes
 in the planning of themes, the starting point may be a
very recent craft technique, the application area for a
textile or textile decoration; or it can also be, just as
well, some other theme or viewpoint, e.g., textile
culture, sustainable development, economy, etc.
 each student defines his/her own objectives and plans
Themes
Learning to learn
• Mastery of devices, machines, tools and central work methods
used in crafts and their application
• Resource management: time, materials, knowledge and skills,
expenses
• Independent work
• Learning diary where possible
• Problem-solving skills
• Information acquisition and processing skills applied critically
• Dissemination of knowledge and skills learnt
• Evaluation of one's own work results and the way of working
• Development of one's own work, work methods and resulting
products based on what was learnt earlier
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

his/her work
differentiating, independent work in accordance with
one's own competence and orientation
Guiding questions connecting different subjects
 How to evaluate one's own work?
Environments
• Consideration of environmental issues in material selection and
use (sustainable development)
• Recycling and the reuse of materials
• Textiles' life cycle and environmentally friendly textiles
Guiding questions connecting different subjects
• How to support sustainable development with one's own choices
and actions?
Human ingenuity
• Mastery of the creative design and production process (The
Design Cycle) and its creative implementation
Guiding questions connecting different subjects
• How to discover one's own creativity?
Community and service
• Taking responsibility for one's own work result and working
• Participation in joint projects (e.g., Valon Lumo, i.e., "The spell of
light", during the autumn of 2006) and work to achieve a common
goal (e.g., costumes/set for school plays)
• Participation in national or international fundraising events when
possible, e.g., SPR's Apupupu (The Finnish Red Cross's AidBunny) or baby blanket work bee for Russia
Guiding questions connecting different subjects
From ideas to actions – what are an individual's chances to
influence matters?
• How can you actively work for the benefit of your school
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community?
• Why do we celebrate?
Work methods
 independent work
 pair and group work, methods involving cooperation
 inquiry based learning
 portfolio work
 study visits
Assessment
The students evaluate their own progress and work throughout the project. Also the teacher's evaluation is based on following the
whole process: design and planning skills, decision and choice making, mastery of technologies, knowledge of materials, mastery of
broader issues, independent coping, cooperation skills, product quality, aesthetics, etc. Each student also evaluates his/her own
work in writing. The teacher grades each work numerically, and the certificate will have a numerical grade.
9.3.2.7 Information and communication technology 1 and 2
Introduction
The extent of the optional information and communication technology course is 2 weekly lessons (on a yearly basis), which are meant
for the eighth and ninth graders of the comprehensive school. The first part of the course is meant for eight graders and the second
part for ninth graders. To do the first part of the course does not require any previous knowledge. The prerequisite for undertaking the
second part is that one has completed the first part or acquired the corresponding skills and knowledge in other ways. The aim,
however, is that the student will complete both parts of the course and thus gets a good foundation for his/her knowledge of
information technology.
The main objective of the instruction in information technology is to prepare the students for independent use of the computer and its
peripheral devices also in his/her further studies, work, and home. In addition to practicing the skills for using various devices,
different ways of acquiring, processing and producing information are also practiced.
Common objectives
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During the courses, the basics of operation systems are learnt. In addition, the use of basic software and the management of their
interface in various ways are learnt. The objective of learning the basic software is to learn to master word processing, spreadsheet
computation and database programs efficiently. Furthermore, knowledge management skills, such as storing files in different
directories and modifying directories, are learnt. During the courses, the basics of image processing are also learnt. The objective is
that, once the courses have ended, the student can independently use the basic software of the computer. Moreover, depending on
the willingness of the students there is a possibility of familiarizing with the history of information technology, etc.
During the courses, creating multimedia is also learnt as are the fundamentals of some basic programming language.
In addition, during the course the student is introduced to communications and WWW publishing in the Internet. During the courses,
the basics of the HTML language are learnt and own home pages are made. The additional objective is that the student can
independently look for, evaluate and modify information available in the Internet.
Objectives
Grades 8–9
Contents
Grades 8–9
Themes
Grades 8–9
Word processing
The student will
 produce different texts, the
contents and the appearance of
which serve the purpose
 understand the importance of word
processing in the society around
 be able to modify the text, reformat
it and add to it text, images and
different objects such as diagrams
 masters the main file handling
tasks, such as storing and printing,
and actions closely related to these
Word processing
 general management and
modification of text documents
 setting up paragraph formatting in
accordance with document
standards
 file handling, such as storing and
printing
 sending a file by email
Learning to learn
 Information search. Writing of
algorithms or a program code and
the utilization of various information
structures.

 Community and active citizenship
 Writing of short programs or home
pages which serve as a pastime and
as generally useful activities for
other people.


 Healthy living habits
 Work ergonomics for terminals and
game addictions. Protecting oneself
in the Internet and the netiquette.
Spreadsheet computation
The student will
 understand the importance of
Spreadsheet computation
 general handling and modification
of tables and diagrams
 processing of information with a
spreadsheet program in such a
way that the result is a suitable
spreadsheet or diagram
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


spreadsheet computation and the
principles of spreadsheet programs
be able both to produce different
tables from ready examples as well
as collect information about a
subject desired and process that
information with the spreadsheet
program in such a way that the
result is a suitable spreadsheet or
diagram
know how to interpret diagrams
and modify them
know how to handle tables and
diagrams with other programs such
as a word processing program
know how to use key functions
when modifying data
know how to sort and filter
information
Image processing and animations
The student will
 know how to handle images so that
the properties of those images are
conserved
 know how to have an image in a
suitable format
 know how to change the size and
colours of an image
 know how to perform simple image
processing tasks, such us cutting
and pasting images or their parts to
other areas
 know how to handle image colours




interpretation of diagrams and their
modification
additionability to other programs
handling of main functions
information sorting and filtering
Databases
 collection, classification and
organization of information to a
database
 additions and deletions to records
 creating a report
 filtering and sorting






Environments
Problems caused by aging
computers and technology.
Reducing the need for paper with
the help of information technology.
Human inventiveness and
uniqueness
Generation and implementation of
one's ideas and their publication in
the Internet.
Image processing and animations
 the basics of image processing
 different recording formats and
practical selection between them
 changing image size
 definition of colours
 image processing from various
sources
 use of peripheral devices in image
processing
 search of images in the Internet
 simple animations and their
processing
Internet
 mastering basic use
 correctness of information
 navigation and browsing
techniques in the Internet
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
know the primary colours and their
related definitions
know how to process images
obtained from the Internet or
elsewhere
know how to handle photos, taken
with a digital camera, with various
programs
know how to create simple
animations and add them to
various practices
Databases
The student will
 know how to use a database
program for collecting, classifying
and organizing information
 know how to design a simple
database
 know how to make additions and
deletions to records
 know how to make a report about
some part set of the database
 know how to conduct searches and
filter and sort information in the
database
Internet
The student will
 master navigation in the Internet
 know how to get information about
a desired topic
 know how to distinguish between






Email








acquisition of information of a
desired topic
critical approach towards sources
analysis of search results
day-to-day utilization of Internet
pasting information from the
Internet to a desired object
links and their use
basic use of email
usefulness of email
junk mail and how to filter it
viruses
safety
attachments
message copies
email etiquette
Creating Internet pages
 use of Notebook to write a text file
 modifications to a finished page
 design of Web pages
 evaluation of Web pages
 publication of Web pages
 the basics of HTML
 changes to HTML
HTML and JavaScript
 basic coding using HTML
 the basics of JavaScript
 pasting of finished elements to a
code
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






unclear pages and correct
information
know how to be critical towards
sources and look for parallel
information about a topic
know how to decide, on the basis
of the results of different search
engines, about the way to continue
the search
learn to compare information found
understand that to find information,
one sometimes have to also utilize
one's skills in a foreign language
learn to communicate and function
in normal everyday situations by
utilizing the Internet
know Internet contents sufficiently
to easily find information needed
for day-to-day problems, such as
schedules and various other
information that is topical
know how to add the information
sought from the Internet to toolkit
and application programs and
process that information in such a
way that it becomes a part of the
work done earlier
know how to use the Internet also
with the help of links, refer to
certain pages or put an email link
or page link to another document
Programming
 introduction to some programming
language and the importance of
programming in society
 programming of short programs
 the concept of variable, iteration
and conditional statements,
subprogram calls
Email
The student will
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




understand the importance of email
know how to communicate with
email
know how to interpret junk mail and
filter it
understand when there is the risk
that a message might contain
viruses or other undesired material
know how to communicate in a way
that does not endanger one's own
or others' safety by providing false
information about oneself or others
or information that can endanger
one's own or others' safety
know how add an attachment or
several of them to a message
know how to send a copy of a
message to more than one user
know the email etiquette and
general rules
Creating Internet pages
The student will
 know how to produce Internet
pages with the help of a basic
editor
 know how to modify a finished
page
 learn to design Web pages
 learn to evaluate Web pages
 recognize the most important
HTML language commands and
can modify them
HTML, JavaScript
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The student will
 know how to do the basic coding
using HTML
 know how to recognize certain
basic commands in the code and
how to change them
 know how to paste code by copying
to a suitable area
 know how to paste simple
JavaScript code to a finished HTML
code
 know how to add finished elements
to code
Programming
The student will
 familiarize with programming
languages with the help of one or
two programming languages
 create short programs and
familiarize with programming with
the help of finished programming
code
 learn the basics of programming,
which can be utilized later on when
learning a programming language
 , with guidance, do programming
practice with a computer
Work methods
Information technology lessons aim for engaging the student into large-scale work with long duration, alone or in a group, due to
which the student will get the proper means and knowledge and avoid meaningless learning of tidbits of knowledge by rote. With the
help of correct work methods and meaningful task distribution, the student's self-assurance with computers will grow, together with
their knowledge and skills.
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Assessment
Courses on optional subjects are numerically graded, and to be successful in those courses does not require that the student should
have a computer at his/her disposal at home.
9.3.2.8 Physical education
Introduction
Physical education can be taken both in the eighth as well as in the ninth grade. Taking the course in the ninth grade does not
require taking it in the eighth grade.
The purpose of optional physical education is to provide the student with an opportunity to increase the amount of weekly exercise.
The point of departure in this study subject is to deepen the students' personal skills in various sports and strengthen living habits
with physical activities and independent pursuit of pastimes. The content of the study subject largely follows the students' interests.
Common objectives
The objective is to




familiarize with more special forms of sport
experience joy and refreshment
expand views about the connection between exercise and health
strengthen basic motor skills
Work methods
 Instruction in physical education takes into consideration natural conditions and seasons, as well as the possibilities that the
immediate environment and the school offer.
 The students engage in individual, pairwise and groupwise activities.
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

The instruction implements student-oriented teaching.
Allowances are made for the differing needs of boys and girls as well as to the students' differentials in growth and
development.
Assessment
The assessment in the optional physical education pays attention to the following areas:
 knowledge and skills in various sports
 motivation and activity
The assessment is based on the teacher's observations, the student's self-assessment, and possible written achievements.
9.3.2.9 Economy and business
The course can be taken both in the eighth as well as in the ninth grade. The grade 9 course does not require the completion of the
grade 8 course.
Common objectives
The student will learn to understand the features of economic life and their effect on one's own life, now and in future, and
understands the importance of business for the economic life as a whole. He/she will also understand what is required to establish
one's own business.
Objectives
8th grade
The stock exchange and understanding it


Contents
8th grade
 Examination of the operation of the
stock exchange and study of the
investments there. Also, for each
student a portfolio is built, and then
Themes
8th grade
Learning to learn
How to plan my everyday activities?
-Budget
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
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

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


















it is followed throughout the study
year. There may be an opportunity
to visit the stock exchange and
participate in national competitions.
World's currencies
Establishing a business and finding
out about company activities and
entrepreneurship





Familiarization with companies'
income statements and making
presentations of them.
Visits in companies (both the 8th
and the 9th grades)




-Creating a share portfolio
Human ingenuity
How to discover one's own creativity?
-Foundation of one's own fictional company
Currencies are examined and
invested into; each student follows
the exchange rates for the currency How to critically use and evaluate various
means of communication?
he/she has chosen.
-Advertising
-Creating WWW pages
Introduction to business activities
by "establishing", for each student,
a fictional business, the areas of
which are then investigated during
Environments
the year. As a result, there is the
annual report, created by using
-Do I know my immediate environment?
computers, for one's own company.
This annual report will contain,
-Visits to companies
among other things, the business
idea, logo, company formation
- Finns as part of Europe?
record, marketing plan, budget,
production list, analysis of the
-Sale of products and services to different
marketing situation, etc. The
consumer groups
company is then to be introduced
as a PowerPoint presentation.
Familiarization with different
companies, also some foreign
ones, and studying the key figures
of their income statements. With
the help of these, they can then be
compared to other companies.
Familiarization, beforehand, to the
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operations of a real company by
examining the company's annual
report and by company
presentation on location.
9th grade
Participation in a competition
organized by Nuori Yrittäjyys ry
(Young Enterprise / Junior
Achievement)
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9th grade
A real company is established
together as a group. During the
year, the company will participate
in several competition stages with
other schools. The course climax
takes place during a two-day
exhibition, where the product and
service is sold in an own exhibition
stand. Also, the best company
overall is selected there, the prize
being a trip to a similar competition
held abroad.
The competition stages are: the
business idea, WWW pages, the
best salesperson, the best
exhibition stand, the best
PowerPoint company presentation,
the best product, and the best
annual report.
9th grade
Community and service
How do I influence?
-Establishing a real business
Work methods
The students learn by making and by producing, in each course, own material with the help of information technology. The teacher
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mainly guides and prepares, with the help of examples, a new subject area, of which the students create their own versions. All tasks
are completed during the lessons and no homework is given in any of the courses.
The courses include many visits to companies and other economic institutions and schools.
Assessment
The assessment is conducted by following the students' work during lessons. The material produced during lessons is assessed at
the final phase of the courses.
The competition in grade 9 with all its competition stages will function as an assessment. Also work during lessons is taken into
account, as is success in group work.
9.3.2.10 Electronics I and electronics II
Introduction
Electronics 1 can be taken either in grade 8 or in grade 9. Electronics 2 is meant for those who have completed the Electronics 1
course. The student's knowledge and skills in various subject areas of electronics are deepened with the help of the study of
electronics.
Common objectives
The objective of the study of electronics is to learn the basics of electrotechnology and electronics through doing and
experimentation. During the course, there is an introduction, with the help of information technology, to electronics simulation
programs and design of a circuit board.
Objectives for the Electronics 1 course
 study of the basic phenomena in electricity
 basic components and their use
 schematic symbols and circuit diagrams
 circuit board (design, production)
 measurement technique
 during the course, various functional electronic devices are made, and the
cases (metal, plastic) for those devices are designed and made
Objectives for the Electronics 2 course
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the study of electricity and electronic phenomena is deepened
familiarization, in addition to basic components, with microcircuits and their
operation
during the course, various functional electronic devices are made, and the
cases (metal, plastic) for those devices are designed and made
Work methods
 independent work
 pair and group work, methods involving cooperation
 inquiry based learning
 portfolio work
Assessment
The students evaluate their own progress and work throughout the project. Also the teacher's evaluation is based on following the
whole process: design and planning skills, decision and choice making, mastery of technologies, knowledge of materials, mastery of
broader issues, independent coping, cooperation skills, product quality, aesthetics, etc. Each student also evaluates his/her own
work in writing.
The teacher grades each work numerically, and the certificate will have a numerical grade.
9.3.2.11 Mathematical problem-solution
Introduction
The course is meant for all those in grade 8 and in grade 9 who are interested in mathematics and who like problem solving and want
to test their logical, abstract and numerical reasoning skills. Participation in the course does not require the completion of the
previous course.
Common objectives
To bring diversity to and expand the idea of mathematics, as well as joyfully study various work methods in a variety of work groups.
Objectives
Contents
Themes
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The course approaches
mathematics with an inquiring
attitude. Open, activity-based
tasks, which increase the
opportunities to work by oneself
and participate and act in a group
also, will be tackled with.
The calculator is a good aid, and
the student is guided in its efficient
use.
Familiarization with various logical
games and use of some
demonstrative means.
Company visits will be undertaken
whenever possible.
It is possible, during the course,
also to deepen the mathematics
learnt during common lessons, in
accordance with the interest of the
students.
Work methods
Cooperation skills are practiced in a wide variety of ways during the course.
Assessment
The course is numerically graded in the assessment.
9.3.2.12 Peer student course I and Peer student course II
Introduction
Support Student Course I is opted for in the eighth grade, and those who have acceptably completed Course I can apply for Support
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Student Course II.
A support student is an ordinary, voluntary student, who wants to act for the benefit of the school community and help other students.
Common objectives
The objectives of the support student activities consist of promoting good peer relations, being happy at school, joint responsibility as
well as safe and motivating atmosphere at school.
Objectives
8th grade, Support Student Course I
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prepares the students to act as
support students
the student will find his/her own
support student identity, group with
other students and strengthen
his/her social skills
9th grade, Support Student Course II

support student activities
Contents
8th grade, Support Student Course I

 part: I – the support student,
dealing with self-knowledge, a
support student's tasks and the
basics of support student activities
 part: interaction, strengthening of
interpersonal skills and group
member skills; dealing with the
challenges in support student
activities
 part: forms of support student
activities; dealing with the
purposefulness and planning of the
activities; forms of activities and
cooperation with other players
 meetings and cooperation with the
support students of other schools
when possible
 participation, when possible, in
events and further education
camps organized by MLL
(Mannerheim League for Child
Themes
Learning to learn
- forms of support student activity
Environments
- Special characteristics of the
immediate environment
Guiding questions connecting different
subjects
- How to be active in one's own
neighbourhood?
- How to support sustainable
development with one's own choices
and actions?
Health and social education
- Cooperation with the support
students of other schools
Guiding questions connecting different
subjects
- How to act while listening to yourself
and others?
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Welfare).
9th grade, Support Student Course II

 the group plans, implements and
evaluates its own activities
 Serving as mentors to new groups
of students and supporting
formation of groups by conducting
classes and arranging action
games for familiarization
 informing about services and
hobbies for the school and young
people
 playing the part of a trustworthy
discussion partner
 organizing different kinds of theme
days, events and campaigns
-
How do my decisions influence the
world?
Community and service
- Planning and production of school events
- School bullying
- The group's own activities, responsibility
for those activities and recognition of the
changes in the immediate environment
Guiding questions connecting different
subjects
- How can one actively work for the
benefit of one's school community?
Assessment
 The student will get feedback about his/her work and progress during lessons and when acting as a support student.
 The student is encouraged to do self-evaluation both in the support student studies as well as in how to participate in a group.
The parent or the guardian will receive feedback, in intermediate and school year reports, about the child's participation and progress
in studies.
When the Support Student Course II ends, the student will receive a certificate about having acted as a support student.
9.3.2.13 Humans and the environment
Introduction
The course can be taken both in the 8th as well as in the 9th grade.
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The course deals with many kinds of topics related to human beings and the environment. Depending on the group's composition and
its interests, different kinds of things can be emphasized.
Common objectives
Increase in environmental awareness
Objectives
The student will learn:
 causes and effects of
environmental problems
 to recognize changes in the
immediate environment
 to find one's own ways to influence
Contents
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Themes
global environmental problems
viewed from different viewpoints
sustainable development
special features of the local
environment
human as a consumer and as a
member of a society
built environment and natural
environment
comfortable living environment
Work methods
Small-scale investigations in the class and in the environment.
Assessment
Work during lessons and a written final assessment.
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9.3.2.14 Optional languages
9.3.2.14.1 A2-FRENCH
See the general introduction to foreign languages.
5th grade
Objectives
Contents
Language proficiency
Structures
Listening comprehension
 avoir and être verbs
The student will learn to
 er –verbs
 understand some simple utterances
 numerals: 0–1000
(personal questions and everyday
 noun plurals (regular)
instructions, requests and
 preliminary inflection and
prohibitions) in routine
placement of adjectives (regular)
conversations supported by the
 negative clauses
situational context
 the question of intonation
 to follow very simple and short
 possessive pronouns (1st, 2nd and
discussions that are related to
3rd singular)
immediate situations or one's own
experiences, but to understand
Communication situations
even a simple message the speech
 greetings, introductions, saying
must be slower than normal; it must
goodbyes
be standard, and directed towards
 talking about oneself, one's family
the hearer
and home
 shopping
Speech
The student will learn to
Subject areas
 communicate in a very limited way
 home and family
some immediate needs and ask
 shopping
and reply, in a brief manner, in
 free time and hobbies
conversations dealing with basic
Themes
Environments
School and the immediate environment
Health and social education:
home and family
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personal details
Communication strategies
The student will practice
The student will often need support from
 recognition of the main points in
his/her talking partner
spoken word and in written text
 very limited basic vocabulary, some
 finding a defined piece of
situation-bound expressions, and
information in a text or speech
basic grammar materials
 designing of one's own messages
 the speech contains pauses and
 seeking support from one's talking
other interruptions
partner or using non-verbal
 pronunciation can often create
communication in spoken
problems in understanding
interaction
 a multitude of all kinds of errors can
 using literary devices in text
be found even in the most
production and interpretation
rudimentary casual speech
Text comprehension
The student will learn to
 read familiar and some unknown
words
 understand short messages which
deal with everyday life and routine
occurrences or which give simple
instructions
 find, from a short text, a piece of
information needed.
 To read and understand even a
short piece of text is slow.
Writing
The student will learn
 to communicate some immediate
needs using short sentences
 to write some short sentences and
phrases about him/herself and
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his/her immediate circle (e.g.,
answers to questions or notes)
some basic words and phrases and
can write very simple main
sentences
phrases learnt by heart may be
correctly written, but even the most
basic freely produced utterances
will be full of all kinds of errors
Cultural skills
The student will learn
 to know some more about French
culture and get a preliminary
introduction to the similarities and
differences between French culture
and Finnish culture
 some more French customs and
polite use of language
Study strategies
The student will learn to
 act responsibly and actively in
language learning situations
 make good use of pair or small
group situations in language study
 independently use a study book
 use new words and structures in
one's own language
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6th grade
Objectives
Contents
Themes
Language proficiency
Listening comprehension
The student will learn
 to understand some simple
utterances (personal questions and
everyday instructions, requests and
prohibitions) in routine
conversations supported by the
situational context
 to follow very simple and short
discussions that are related to
immediate situations or one's own
experiences
 To understand even a simple
message the speech must be
slower than normal; it must be
standard, and directed towards the
hearer.
Structures
 revision and deepening of the
knowledge about what has been
learnt already
 inflection of regular verbs: present
tense, passé composé and futur
proche
 some irregular verbs
 ordinal numbers
 est-ce que question
 genitive
 partitive
Environments
Speech
The student will learn
 to communicate in a very limited
way some immediate needs and
ask and reply in conversations
dealing with basic personal details.
 The student will often need support
from his/her talking partner.
 very limited basic vocabulary, some
situation-bound expressions, and
basic grammar materials
 the speech contains pauses and
sights of Paris
Health and social education:
daily routines
Communication situations
 placing an order in a cafe
 writing a postcard
 showing or asking the way
Subject areas
 travel and tourism
 making an appointment
 seasons and weather
 school and school meals
 everyday matters
 illnesses
 sights of Paris
 countryside
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other interruptions
pronunciation can often create
problems in understanding
a multitude of all kinds of errors can
be found even in the most
rudimentary casual speech
Text comprehension
The student will learn
 to read familiar and some unknown
words
 to understand very short messages
which deal with everyday life and
routine occurrences or give simple
instructions
 to find, from a short text, a piece of
information needed (e.g., postcards,
weather forecasts)
 To read and understand even a
short piece of text is slow.
Communication strategies
The student will
 find the main points from speech
and text
 be able to write one's own message
 manage with interaction situations
by paraphrasing or by seeking help
from one's talking partner
 be able to use a dictionary and
study books as help in preparing
and interpreting messages
Writing
The student will learn
 to communicate some immediate
needs using short sentences
 to write some sentences and
phrases about him/herself and
his/her immediate circle (e.g.,
answers to questions or notes)
 some basic words and phrases and
can write very simple main
sentences
 phrases learnt by heart may be
correctly written, but even the most
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basic freely produced utterances will
be full of all kinds of errors
Cultural skills
The student will learn
 to know French culture and get a
preliminary introduction to the
similarities and differences between
French culture and Finnish culture
 to communicate with the
representatives of French culture in
everyday situations in a manner that
is natural to the French culture
Study strategies
The student will learn
 to act responsibly and actively in
language learning situations
 to make good use of pair or small
group situations in language study
 to independently use a text book,
dictionary or other information
acquisition means
 to use new words and structures in
one's own language
 to recognize one's own strengths
and weaknesses as a language
student and estimate one's work
and different areas of language
skills in relation to the objectives
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Assessment
Description of student's good performance at the end of the 6th grade
Language proficiency
Level of language performance in the 6th grade, in accordance with the language proficiency scale (Appendix):
Listening comprehension
A1.3 Preliminary stage of basic language proficiency
 The student will understand some simple utterances (personal questions and everyday instructions, requests and prohibitions)
in routine conversations supported by the situational context
 He/she will be able to follow simple discussions that are related to immediate situations or one's own experiences.
 To understand even a simple message the speech must be slower than normal: it must be standard, and directed towards the
hearer.
Speech
A1.2 Functional elementary language proficiency
 The student can communicate in a limited way some immediate needs and ask and reply in conversations dealing with basic
personal details. He/she will often need support from his/her talking partner.
 The speech contains pauses and other interruptions.
 Pronunciation can often create problems in understanding.
 The student will know a very limited basic vocabulary, some situation-bound expressions, and basic grammar materials.
 A multitude of all kinds of errors can be found even in the most rudimentary casual speech by the student.
Text comprehension
A1.3 Preliminary stage of basic language proficiency
 The student will be able to read familiar and some unknown words. He/she will understand short messages which deal with
everyday life and routine occurrences or which give simple instructions.
 He/she will be able to find, from a short text, a piece of information needed (postcards, weather forecasts)
 To read and understand even a short piece of text is slow.
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Writing
A1.2 Functional elementary language proficiency
 The student will know how to communicate some immediate needs using short sentences.
 He/she will know how to write some sentences and phrases about oneself and one's immediate circle (e.g., answers to
questions or notes).
 The student will know some basic words and phrases and can write very simple main sentences.
 Phrases learnt by heart may be correctly written, but even the most basic freely produced utterances will be full of all kinds of
errors.
7th grade
Objectives
Contents
Themes
Language proficiency
Structures
 The knowledge of the following
revised and deepened, as needed:
 partitive
 inflection of regular and some
irregular verbs: present tense,
passé composé and near future
 venir de
 être en train de
 negative clauses
 interrogatives
 possessive pronouns
Learning to learn
Listening comprehension
The student will learn
 to understand clear and slow
standard speech, repeated as
found necessary, in everyday
situations
Speech
The student will learn to
 briefly tell about him/herself and
his/her immediate circle of
acquaintances and friends
 manage with simple dialogues
 manage with basic level clause
structures
 Regardless of pronunciation errors
and grammatical errors, the
message usually finds its recipient.
Text comprehension
Learnt as new
 object forms of personal pronouns
and the adverbial form
 the present tense and passé
composé for reflexive verbs
 future
 simple past
 imperative
Self-assessment of class and project work
development of team work skills
production of language based on new
grammar rules and words and on what has
been learnt earlier
Health and social education:
feelings, hobbies and their importance to
health
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The student will learn
 relative pronouns qui, que, où
 to understand clearly structured text
 inflection, placement and
containing typical vocabulary
comparison of adjectives
 to extract the main idea from a fairly
short text with a familiar subject
area
Communication situations
 making acquaintances and greeting
Writing
 talking about oneself, friends and
The student will learn
the family
 to write, on the main clause level,
 shopping situations
simple accounts about topics that
are familiar for him/herself
Subject areas
 Regardless of errors, the message
 leisure time and hobbies
will be understandable.
 school
 home, home duties and living
Cultural skills
 food
The student will learn
 parts of the body, illnesses
 basic facts about the French basic facts about France and its
speaking world, especially about
culture
France
 weather
 to compare one's own culture with
the culture of the target language
Communication strategies
 to communicate and function in a
The student will
manner acceptable for the target
 practice to infer the contents of a
culture in normal everyday
message with the help of situational
situations
clues
 know the French-language culture
 practice to express one's own views
and accept differences between
and react to what one hears
humans
 observe one's own and others' use
Study strategies
The student will learn
 to take the responsibility for one's
own study (being equipped

of language
practice to compensate one's
lacking language skill with other
comparative expressions
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adequately for classes, regular and
persistent work, information
retrieval from study books and
dictionaries)
to realize the importance of
persistent and independent practice
of communication
to independently use a study book
and seek information in it
to find out, as far as possible, about
the opportunities for practice and
knowledge acquisition offered by
the information and communication
technology
to evaluate one's own work and
different areas of language skills
and, if necessary, change one's
working methods
to utilize the language skill acquired
with the mother tongue
to apply the knowledge acquired
to infer, guess and discover
connections in new situations
to connect new knowledge to old
to understand the importance of
disturbance free work environment
to appreciate one's own and others'
work

practice some expressions that are
typical in oral interaction (e.g.,
taking one's turn to speak)
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8th grade
Objectives
Contents
Language proficiency
Structures
 revision and deepening of the
knowledge of what has been learnt
earlier
 object pronouns COD and COI
 conditional and conditional clause
 differences between passé
composé and simple past
 past perfect
 future
 dont
 interrogatives
 gerund and present participle
 adverbials
 plural
 verb case governance
 en and y pronominals
Listening comprehension
The student will learn
 to follow a conversation about
topics that are of direct importance
to him/her
 to understand the core contents of
short and simple discussions and
messages
 to understand clear standard
speech spoken in normal speed,
repeated as found necessary
Speech
The student will learn
 to cope with very simple dialogues
and service situations
 to fluently cope with familiar speech
situations; pauses and interruptions
are possible
 to pronounce in such a way that the
message usually finds its recipient
 to use the most important words
and clause structures
Text comprehension
The student will
 understand clear and simple
Themes
Environments
travel in France and in French-speaking
countries
Human ingenuity
utilization of earlier learnt study techniques
and structures in one's own creative
process, e.g., in writing tasks
Communication situations
 various discussions with, e.g.,
family members, acquaintances or
representatives of different service
areas
Subject areas
 travel, holidaying and visiting
various sights
 Paris
 some festive days
 school
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standard language text
understand the main ideas and
some details of the text
 be able to use simple inference with Communication strategies
The student will
the context as a help
 practice to infer the contents of a
message with the help of situational
Writing
clues
The student will learn
 practice to express one's own views
 to write simple messages about
and react to what one hears
very familiar topics (e.g. a postcard,
personal details, simple dictation)
 practice to observe one's own and
others' use of language
 to use typical words and
expressions
 practice to compensate one's
lacking language skill with other
Cultural skills
comparative expressions
The student will learn
 practice some expressions that are
 to compare one's own culture with
typical in oral interaction (e.g.,
the culture of the target language
taking one's turn to speak)
 to communicate and function in a
manner acceptable for the target
culture in normal everyday
situations
 to know the French-language
culture and accept differences
between humans
 to deepen one's knowledge about
the French-speaking world

Study strategies
The student will
 deepen his/her study strategies
learnt in grade 7
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9th grade
Objectives
Contents
Themes
Language proficiency
Listening comprehension
The student will learn
 to follow clear factual speech and
understand its main points
 to recognize the topic of a
discussion containing normal
vocabulary
 to understand standard language
with a slow and clear pronunciation
 to understand some central
vocabulary and some idioms
Structures
 revision and deepening of the
knowledge of what has been learnt
earlier
 subjunctive
 passive
 indirect statement
Environments
Speech
The student will learn
 to cope with simple dialogues and
service situations
 to start and end a short dialogue
and will be able to carry on a
conversation to some extent
 to cope, quite fluently, with familiar
speech situations
 to pronounce largely
understandably
 to manage with an easily
predictable basic vocabulary and
many central structures
Text comprehension
How to influence my environment?
What could I do differently?
What kinds of ecological consequences do
my choices have in global terms?
Communication situations
 discussion among family members
 interview
Subject areas
 use of money
 clothes
 Tunisia
 preparations for a dinner invitation
 friendship
 cinema
 culture differences between Finland
and France
Communication strategies
The student will
 practice to infer the contents of a
message with the help of situational
clues
 practice to express one's own views
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The student will learn to
 understand the main ideas and
some details of texts of the length
of some paragraphs even in
somewhat demanding everyday
contexts
 acquire new information about
familiar topics in fairly short texts



and react to what one hears
practice to observe one's own and
others' use of language
practice to compensate one's
lacking language skill with other
comparative expressions
practice some expressions that are
typical in oral interaction (e.g.,
taking one's turn to speak)
Writing
The student will learn to
 write short messages and
descriptions about familiar topics
(e.g., real or/and imaginary
persons, events, one's own and the
family's plans)
 use everyday vocabulary, basic
tenses and dependent clauses
Cultural skills
The student will learn to
 understand French-speaking world
more deeply
 compare one's own culture with the
culture of the target language
 communicate and function in a
manner acceptable for the target
culture in normal everyday
situations
 know the French-language culture
and accept differences between
humans
Study strategies
The student will
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deepen his/her study strategies
learnt earlier
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Assessment
Grade 8 (good) level mark in A-French at the end of the 9th grade

Basics of the curriculum for basic education in 2004. Appendix 1. Pan-European framework for language teaching and
learning and its application in Finland.
Listening comprehension level (level A2.2 – developing basic language proficiency)
The student will:
 understand sufficiently to be able to satisfy one's concrete needs.
 be able to follow the main points of a clear factual speech in a very superficial manner.
 generally be able to recognize the topic of a discussion taking place around him/her.
 understand common vocabulary and a very limited set of idioms in a situation-bound speech dealing with familiar topics or
general knowledge.
 To understand even a simple message requires the use of a standard spoken language pronounced slowly and clearly.
 Repetition is needed fairly often.
Reading comprehension (level A2.2 – developing basic language proficiency)
The student will
 understand the main ideas and some details of messages of the length of some paragraphs in somewhat demanding
everyday connections (advertisements, letters, menus, schedules) and factual texts (instructions for use, small news items).
 be able to acquire easily predictable new information about familiar topics in clearly organized texts of the length of few
paragraphs.
 be able to infer meanings of unknown words from their language form and context.
 often need re-reading and aid devices to understand a section of a text.
Speech (level A2.1- Initial stage of basic language proficiency)
The student will
 be able to describe one's immediate circle with some short sentences.
 be able to cope with simple social encounters and the most common service situations be able to start and end a short
dialogue, but can rarely carry on any lengthier conversation.
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fluently produce some familiar unit patterns, but there are many very obvious pauses and false starts in the speech.
pronunciation is understandable although a foreign accent is obvious, and problems of understanding may surface due to
pronunciation errors.
know the easily predictable basic vocabulary and many central structures (such as the forms of the past tense and
conjunctions).
manage with the most simple grammar in rudimentary free speech, but there are just as many errors also in the basic
structures.
Speech (level A2.1- Initial stage of basic language proficiency)
The student will
 manage with the most routine everyday situations by writing.
 be able to write short simple messages (personal letters, paper slips) which are related to everyday needs as well as simple
list-style descriptions about very familiar topics (real or/and imaginary persons, events, one's own and the family's plans).
 be able to use concrete vocabulary and basic tenses related to basic needs as well as parallel clauses connected with
simple connectives (and, but).
 be able to write all the most simple words and structures fairly correctly, but repeatedly will commit errors in basic matters
(tenses, inflection) and will produce many awkward expressions in free output.
9.3.2.14.2 B2-FRENCH
Introduction
General objectives
Optional language instruction emphasizes oral communication in the most usual everyday situations and, at the same time, functions
as an introduction to more long-term language studies in the second level education.
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Objectives
Contents
Themes
8th grade
8th grade
Structures
Learning to learn
Listening comprehension
The student will learn to
- understand very simple sentences
supported by the situational context
- follow, when helped, simple
utterances in everyday situations
- understand slowly spoken, standard
language addressed to the hearer
Speech
The student will learn
- to communicate in a limited way
some immediate needs and ask and
reply in conversations dealing with
basic personal details
- a very limited basic vocabulary,
some situation-bound expressions,
and basic grammar materials
- to communicate set expressions
regardless of pronunciation errors
and grammar errors and in spite of
pauses and interruptions
Text comprehension
- noun gender, articles
- inflection and placement of
adjectives
- possessive pronouns
- genitive
- prepositions
- demonstrative pronouns
- numerals between 1 and 100
- negations
- forming questions
- preliminary look at the present tense
inflection in regular verb groups
- some irregular verbs
Communication situations
-
self-presentation and introductions
making acquaintances and greeting
asking about any news
polite conversation (thanks, praise,
- study strategies
- identification and evaluation of one's
own learning
Guiding questions connecting different
subjects
- How to effectively use different
sources?
- How to evaluate one's own work?
Environments
-
school and family
travel, holidaying and sights
basic facts about French-speaking
countries (Francophonia)
Guiding questions connecting different
subjects
- How to learn in the immediate
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The student will learn
- to understand short and very simple
texts dealing with day-to-day life
- recognize, in a simple text, an
individual piece of information, by rereading it, if necessary
Writing
The student will learn to
-
requests and answering to them,
apologizing)
describing persons
describing one's own home
presenting an invitation
asking about a place and telling
about it
a simple shopping situation
making an appointment
talking about language studies
cafe conversation
talking about weather
- communicate some immediate needs
using short sentences.
- write some sentences and phrases
about him/herself and his/her
Subject areas
immediate circle
- be able to produce elementary
spontaneous output on the level of
- mates, friends, and the family
phrases and familiar expressions
- school
- leisure time and hobbies
Cultural skills
- home
- visiting a cafe
The student will learn
- travelling in train
- basic facts about the Frenchspeaking world, especially about
France
- to compare one's own culture with
the culture of the target language
- to communicate and function in a
manner acceptable for the target
culture in normal everyday situations
environment and how to learn about
the immediate environment?
- How do we perceive Finns as part of
Europe?
Human ingenuity
-
basic facts about the cultures of
French-speaking countries
comparison between French culture
and one's own culture
tolerance of multiculturalism
linguistic reasoning or reasoning
based on situational clues
Guiding questions connecting different
subjects
- How are different cultures born, and
how to understand them?
- How to utilize grammar in expressing
myself?
Health and social education
-
verbal interaction: starting, ending
and maintaining one's turn to speak,
and giving feedback
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- to know the French-language culture
and accept differences between
humans
-
expressing an opinion
talking
about
leisure
engagements
mates, friends, and the family
time
Guiding questions connecting different
subjects
- How to communicate in a way that is
appropriate in different situations?
- In what kind of social network do I
live?
Study strategies
The student will
9th grade
- take the responsibility for one's own
study and realize the importance of
persistent and independent
Structures
communicational practice
- independently use a study book and
seek information in it
- get to know, when possible, about
- numerals between 1 and 1000
the opportunities for practice and
- negations
knowledge acquisition offered by the
- ordinal numbers
information and communication
- partitive
technology
- object pronouns COD and COI
- learn to evaluate one's own work and
- imperative
different areas of language skills and,
- the most common relative pronouns
if necessary, try to change one's
- inflection of regular and some
working methods
common irregular verbs: present
- learn to be aware of the existence of
tense, passé composé ( avoir and
different learning styles and
être as auxiliary verbs) and near
recognize one's own learning style
future
9th grade
Learning to learn
-
use of work methods and study
strategies typical for language study
compensation strategies
evaluation of one's own work and
the areas of language skill
awareness of different learning
styles and recognition of one's own
learning style
Guiding questions connecting different
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- learn to make good use of
knowledge, skills and strategies
acquired in other languages
- learn to utilize the language skill
learnt with the mother tongue
- learn to apply the knowledge
acquired
Work methods
- the teacher will select the work
methods that will promote learning by
the student, as well as analysis of the
knowledge and understanding of
wholes
- the students work, lead by the
teacher, individually, in pairs or in
groups
- the students practice new words and
structures, in writing and orally, e.g.,
by using them in their own
productions
- reflexive verbs
Communication situations
- planning of a meal and food
shopping
- looking for a place to rent and
describing a habitation
- phone conversation
- describing a person
- drawing up a letter
- use of restaurants
- talking about morning chores
- requesting information or asking for
help
- making an appointment
subjects
- How do I learn?
- How to evaluate and reflect upon
one's own learning?
Human ingenuity
-
tolerance of multiculturalism
French-language culture
Guiding questions connecting different
subjects
- What do cultures tell us, and how do
they complement each other?
Healthy living habits and active citizenship
- communication in everyday situations
- dressing and appearance
- food / use of restaurants
Subject areas
- food
- home, home duties and living
Guiding questions connecting different
subjects
- What is it like to be a young person in
today's world?
- What is human life cycle?
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- travelling and moving around as a
tourist
- Paris
- France and French people
- leisure time and hobbies
- doing shopping
- use of restaurants
Communication strategies
The student will practice
Community and service
- skill to communicate in everyday
situations in accordance with the
target culture
Guiding questions connecting different
subjects
- What kinds of communities are there
in today's world?
- to infer the contents of a message
- observe one's own and others' use of
language
- designing of one's own messages
- verbal interaction while seeking
support from one's talking partner
- creating own works while seeking
support from literary aids
Assessment
The student is assessed in accordance with the objectives set. The student's performance is assessed by examinations of varying
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extent that test the different subareas of language proficiency.
The grade mark is influenced by the student's persistent, long-term, careful and active work both at home and during lessons.
The students themselves evaluate their own progress and work.
The study subject is numerically graded in the assessment. The progress and work of the student is assessed by the teacher
verbally also in unit feedbacks.
At the end of the 9th grade, the final assessment criteria is used, in addition, as assessment criteria
Final assessment criteria for a grade of 8
Listening comprehension A1.2
The student will
- understand a limited number of words, short sentences, questions and requests which are related to personal things or
current circumstances.
- need to struggle to understand even simple utterances lacking clear situational clues.
- need a lot of help: slowing down of speech, repetition, showing, and translation.
Speaking A1.1
The student will
- know how to answer simple questions about him/her with short sentences. Interaction depends on the talking partner, and in
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the speech support is perhaps sought from the mother tongue and gestures.
- The speech might contain long pauses, repetitions and interruptions.
- Pronunciation can create grave problems in understanding.
- The student will know a very limited basic vocabulary and some learnt standard expressions.
- The speaker is unable to produce spontaneous utterances, but the set expressions that he/she can manage may be fairly
error-free.
Text comprehension A1.2
The student will
- understand names, signs, and other very short and simple texts which are related to immediate needs.
- recognize, in a simple text, an individual piece of information, if it is possible to re-read it when necessary
- The ability to understand a formerly unknown word, even in a context lending to its predictability, is limited.
Writing A1.1
The student will
- know how to communicate immediate needs using very short expressions.
- know how to write the letter and number symbols of a language in letters, note his/her basic personal details and write some
familiar words and phrases.
- know a set of separate words and utterances.
- not be able to produce spontaneous output, but will correctly write some words and expressions
9.3.2.14.3 B2-GERMAN
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Introduction
B2-German starts from the eighth grade of the comprehensive school. To participate in German language instruction in the
ninth grade, it is required that the student has studied German already in grade eight or that he/she has the equivalent skills in
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German.
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General objectives
Optional language instruction emphasizes oral communication in the most usual everyday situations and, at the same time,
functions as an introduction to more long-term language studies in the second level education.

Objectives
Listening comprehension
The student will learn
 to understand very simple
sentences supported by the
situational context
 to follow, when helped, simple
utterances in everyday situations
 to understand slowly spoken,
standard language addressed to
the hearer
Speech
The student will learn
 to communicate in a limited way
some immediate needs and ask
and reply in conversations dealing
with basic personal details
 a very limited basic vocabulary,
some situation-bound expressions,
and basic grammar materials
 to communicate set expressions
Contents
8th grade
Themes
Structures
 noun gender, articles, and plural of
nouns
 possessive pronouns
 prepositions
 numerals between 1 and 100
 negations
 forming questions
 word order in main clauses
 present tense inflection of regular
verbs
 irregular verbs, such as sein,
haben, sprechen, fahren, treffen,
nehmen and sehen
 modal verbs
 separable compound verbs
 man passive
 accusative
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regardless of pronunciation errors
and grammar errors and in spite of
pauses and interruptions
Communication situations
 self-presentation and introductions
Text comprehension
 making acquaintances and greeting
The student will learn
 asking about any news
 to understand short and very simple
 polite conversation (thanks, praise,
texts dealing with day-to-day life
requests and answering to them,
 to recognize, in a simple text, an
apologizing, personal pronoun and
individual piece of information, by
verb use in formal addressing)
re-reading it, if necessary
 talking about oneself and one's
hobbies
Writing
 describing one's own home
The student will learn to
 a simple shopping situation
 communicate some immediate
 expressing an opinion for and
needs using short sentences.
against something
 write some sentences and phrases
 use of the post office
about him/herself and his/her
immediate circle
Subject areas
 be able to produce elementary
 mates, friends, and the family
spontaneous output on the level of
 school
phrases and familiar expressions
 leisure time and hobbies
 home
Cultural skills
 shopping
The student will learn
 dining
 basic facts about the Germanspeaking world, especially about
9th grade
Germany
 to compare one's own culture with
Structures
the culture of the target language
 to communicate and function in a
 possessive pronouns
manner acceptable for the target
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
culture in normal everyday
situations
to know the German-language
culture and accept differences
between humans
Study strategies
The student will
 learn to take the responsibility for
one's own study and realize the
importance of persistent and
independent communicational
practice
 learn to independently use a study
book and seek information in it
 get to know about the opportunities
for practice and knowledge
acquisition offered by the
information and communication
technology
 learn to evaluate one's own work
and different areas of language
skills and, if necessary, try to
change one's working methods
 learn to be aware of the existence
of different learning styles and
recognize one's own learning style
 learn to make good use of
knowledge, skills and strategies
acquired in other languages
 learn to utilize the language skill
learnt with the mother tongue
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accusative forms of personal
pronouns
accusative case in more depth
perfect tense of regular and
irregular verbs
dative
dependent clauses
prepositions
Communication situations
 describing a person
 asking and showing the way
 visit and presenting an invitation
 requesting information or asking for
help
 buying a ticket
 dealing with disagreements
 expressing one's emotions
 polite language use: inquiry
 making an appointment
 phone conversation
Subject areas
 travelling
 young people's rights
 Finland and describing Finland
 vacationing and hobbies
 doing shopping
 times of day
 clothes
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learn to apply the knowledge
acquired
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
health and ill health
weather
Communication strategies
The student will practice
 to infer the contents of a message
 to observe one's own and others'
use of language
 designing of one's own messages
 verbal interaction while seeking
support from one's talking partner
 creating own works while seeking
support from literary aids
Work methods
 The teacher will select the work methods that will promote learning by the student, analysis of the knowledge and
understanding of wholes.
 The students work, lead by the teacher, individually, in pairs or in groups.
 The students practice new words and structures, in writing and orally, e.g., by using them in their own productions.
Progress in studies
 B2-German starts from the eighth grade of the comprehensive school. To participate in German language instruction in the
ninth grade, it is required that the student has studied German already in grade eight or that he/she has the equivalent skills
in German.
Assessment
 The student is assessed in accordance with the objectives set. The assessment result is given by a numerical grade mark.
The students' knowledge is tested by exams of different scope in understanding of the listened and read material, as well as
by their oral and literary output. In addition, the students' mastery of the vocabulary and structures is tested by various small
examinations.
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The grade mark is influenced by the student's persistent, long-term, careful and active work both at home and during
lessons.
The students themselves evaluate their own progress and work. The progress and work of the student is assessed by the
teachers also verbally.
The assessment is also influenced by different literary products by the student and his/her verbal knowledge during lessons.
Cultural skills
 The student will know about the German way of living and culture and can make comparisons between German and Finnish
culture. He/she will know about other German-speaking areas in Europe but especially Germany.
Study strategies
 The student will make use of working approaches that are effective from the standpoint of language study. The student will
have realized the importance of persistent communication practice, which is essential for the study. The student will be able
to evaluate his/her own work and different areas of his/her language skills in relation to the objectives.
Final assessment criteria for a grade of 8
Listening comprehension A1.2
The student will
 understand a limited number of words, short sentences, questions and requests which are related to personal things or
current circumstances.
 need to struggle to understand even simple utterances lacking clear situational clues.
 need a lot of help: slowing down of speech, repetition, showing, and translation.
Speaking A1.1
The student will
 know how to answer simple questions about him with short sentences. Interaction depends on the talking partner, and, in
the speech, support is perhaps sought from the mother tongue and gestures.
 The speech might contain long pauses, repetitions and interruptions.
 Pronunciation can create grave problems in understanding.
 The student will know a very limited basic vocabulary and some learnt standard expressions.
 The speaker is unable to produce spontaneous utterances, but the set expressions that he/she can manage may be fairly
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error-free.
Text comprehension A1.2
The student will
 understand names, signs, and other very short and simple texts which are related to immediate needs.
 recognize, in a simple text, an individual piece of information, if it is possible to re-read it when necessary
 The ability to understand a formerly unknown word, even in a context lending to its predictability, is limited.
Writing A1.1
The student will
 know how to communicate immediate needs using very short expressions.
 know how to write the letter and number symbols of a language in letters, note his/her basic personal details and write some
familiar words and phrases.
 know a set of separate words and utterances.
 not be able to produce spontaneous output, but will correctly write some words and expressions
9.3.2.14.4 RUSSIAN I
The objective is to acquire a language skill with which the student will be able to manage in various situations, as a tourist for
example. Due to the nature of the language, reading, writing, listening, repeating and talking are emphasized in work methods.
When learning structures and vocabulary, the students themselves produce text. The work is distributed in such a way that during
the lessons listening and talking is practiced as far as possible, whereas at home writing is done. In grade eight, the Russian letters
and their writing and reading are studied. In addition, learning pronunciation and key vocabulary is another objective. The course is
numerically graded in the assessment.
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ATTACHMENTS
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The Finnish as a second language curriculum, common to all City of Helsinki schools.
Ressu Comprehensive School's Finnish as a foreign language curriculum
Certificate forms
Ressu Comprehensive School's information strategy
Operating plan for pre-primary and primary education.
Skill level descriptions for foreign languages
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