CURRICULUM REFORM IN FINNISH BASIC
AND GENERAL UPPER SECONDARY
EDUCATION
Kristina Kaihari-Salminen
Senior adviser
5.5.2006
For learning and competence
NEW DISTRIBUTION OF LESSON HOURS
IN BASIC EDUCATION
The minimum number of lessons in annual weekly lessons
Subject
1
2
3
4
5
6
Mother tongue and literature
14
14
A-language
---------------8
- - - - - - -B-language
---------------------------------------------------------Mathematics
6
12
Environmental Studies
Environment and nature
Biology and Geography
studies
9
3
Physics and Chemistry
2
Health Education
Religion/Ethics
6
History- and
- - - -Social
- - - - Studies
- --------------------------------3
Arts,
crafts
and
physical
Music
4education
26
Visual arts
430
Craft,Technical work,Textile work
4Physical Education
8- - - - - - -Home
- - - - -Economics
----------------------------------------------------- - - - - - Student
- - - - - - Counselling
-------------- -------------------------------------Elective subjects
Minimum number of hours
19
19
23
23
24
24
Optional A-language
---------------(6)
2
7
8
9
14
8
6
14
7
7
3
5
7
347103
30
2
(13)
30
(6)
30
For learning and competence
CURRICULUM REFORM 2000-2006
Principles

Equal opportunities and quality of learning

Effect of pre-school education

Coherent basic education

Good basic skills

Guidance and welfare services for pupils

Pupils’ and parents’ and guardians’ rights and roles

Criteria for good achievements
3
For learning and competence
CURRICULUM REFORM 2000-2006
Decisions and their implementation

National core curriculum for Pre-School Education 2001
– Safe and caring learning environment
– Supporting learning and co-operative skills

National core curriculum for grades 1 and 2 of
Comprehensive School 2002
– Continuity from the pre-school education

National core curriculum for Basic Education 2004
– Implementation between autumn 2004 and autumn 2006

National core curriculum for the General Upper
Secondary School 2003
– Implementation as of autumn 2005
4
For learning and competence
CURRICULUM REFORM 2000-2006
An example of local curriculum design

Local authorities give municipal guidelines,
supervise schools and support schools by training
and guidance

Every school draws up the school curriculum
according to the national and municipal guidelines

Also parents and pupils participate in curriculum
design

Local education authorities decide on the school
curriculum
5
For learning and competence
CURRICULUM REFORM 2000-2006
Elements of the school curriculum (1)

Basic values and goals for teaching and learning

Shared ideas about teaching and learning

Organising teaching and learning
- Conception of learning, learning environment, principles for the
selection of teaching methods
- Allocation of lesson hours, language programme, criteria for pupil
intake, teaching arrangements with other schools and partners
6
For learning and competence
CURRICULUM REFORM 2000-2006
Elements of the school curriculum (2)

Goals and structures for learning support and
special education
– Pupil guidance and counselling, individual study plan
– Remedial teaching, part-time special education and special
education
– Preparatory education for immigrant children

Goals and structures for pupil welfare services
– Welfare services, after-school activities, activities outside
lessons, school meals and transport services


7
Goals and contents, methods and assessment
procedures in different subjects
Subjects and cross-curricular themes
For learning and competence
UPPER SECONDARY SCHOOL
Distribution of lesson hours 2002
1 course = 38 lessons of 45 minutes
= 1 weekly lesson in a school year
Compulsory and specialisation courses
Compulsory
courses
Subject or subject group
Mother tongue and
Language
literature
starting in grades 1-6 of
s Language
basic education (A-language)
Language starting in grades 7-9 of
basic education (B-language)
Other languages
Mathematics
Basic syllabus or
Advanced syllabus
Environmental and natural sciences
Biology
Geography
Physics
Chemistry
Religion / Ethics
Philosophy
Psychology
History
Social studies
Art and physical education
Physical education
Music
Visual arts
Health education
Educational and vocational guidance
Compulsory courses
Specialisation courses,
minimum
Applied courses
Minimum total number of courses
8
75
Specialisation
6
3
6
2
5
2
16
6
10
2
3
2
2
1
1
3
1
1
4
2
5
2
1- 2
1- 2
1
1
3
2
7
4
2
3
4
2
2
3
3
3
2
1
47-51
10
For learning and competence
GENERAL UPPER SECONDARY EDUCATION
SYLLABUS (1)

Studies consist of compulsory, specialisation and
applied courses

Specialisation courses are elective courses relating
to compulsory courses

The students must include at least ten
specialisation courses as part of their study plan

Each upper secondary school may provide schoolspecific specialisation courses
9
For learning and competence
GENERAL UPPER SECONDARY EDUCATION
SYLLABUS (2)

Each upper secondary school may also provide
applied courses

Minimum number of 75 courses are required for the
completion of upper secondary education syllabus
10
For learning and competence
GENERAL UPPER SECONDARY EDUCATION
Curriculum Reform

New National Core Curriculum drawn up by the
Finnish National Board of Education 2003

Local curricula will be drawn up in accordance with
the National Core Curriculum

New curricula was implemented as of 1st August
2005
11
For learning and competence
GENERAL UPPER SECONDARY EDUCATION
The Curriculum Reform aims at (1)

Taking into account the changes in legislation and
in society (e.g. development of technology,
globalization, networking, sustainable
development)

Safeguarding the existence of small upper
secondary schools

Emphasising the special character of the general
upper secondary education as the provider of
general education
12
For learning and competence
GENERAL UPPER SECONDARY EDUCATION
The Curriculum Reform aims at (2)

Defining the aims and contents more exactly than
in the National Core Curriculum of 1994

Encouraging the schools to create study
environments in accordance with the current
conception of learning
13
For learning and competence
GENERAL UPPER SECONDARY EDUCATION
Special Features

18 subjects + student counselling

Extensive language programme

Flexible structures for:
- making local decisions concerning curriculum
(providers of education)
- drawing up annual work plan (school)
- drawing up individual study plan (student)
- completing matriculation examination (student)
14
For learning and competence
GENERAL UPPER SECONDARY EDUCATION
- a student´s point of view (1)


15
entrance requirements
studies
– the school year is divided into 5 or 6 periods
each offering different course options, no
permanent groups
– the student plans his/her own schedule for
each period and his/her study programme with
the help of a student counsellor
– consist of courses which are not tied to grades
For learning and competence
GENERAL UPPER SECONDARY EDUCATION
- a student´s point of view (2)


16
duration
– usually three years, may be completed in two
or four years
assessment, examinations and certificates
– each course to be assessed
– general upper secondary education syllabus
(minimum 75 courses)
– matriculation examination
For learning and competence