The English School School-Based Curriculum (in English, general part, chapters 1-10)

THE ENGLISH SCHOOL’S CURRICULUM FOR BASIC EDUCATION 2016 (general part, chapters 1-10)

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1. Englantilaisen koulun arvoperusta ja oppimiskäsitys 1.1. Koulun arvoperusta 1.2 Koulun toiminta-ajatus 1.3 Oppimiskäsitys 2. Perusopetuksen tehtävä ja yleiset tavoitteet 2.1 Perusopetuksen tehtävä 2.2 Koulun toiminta-ajatus ja kasvatustavoitteet 2.3 Opetuksen ja kasvatuksen valtakunnalliset tavoitteet 2.4 Laaja-alainen osaaminen Ajattelu ja oppimaan oppiminen (L1) Kulttuurinen osaaminen, vuorovaikutus ja ilmaisu (L2) Itsestä huolehtiminen ja arjen taidot (L3) Monilukutaito (L4) Tieto- ja viestintäteknologinen osaaminen (L5) Työelämätaidot ja yrittäjyys (L6) Osallistuminen, vaikuttaminen ja kestävän tulevaisuuden rakentaminen (L7) 3. Yhtenäisen perusopetuksen toimintakulttuuri 3.1 Toimintakulttuurin merkitys ja kehittäminen 3.2 Toimintakulttuurin kehittämistä ohjaavat periaatteet 3.3 Oppimisympäristöt ja työtavat 3.4 Opetuksen eheyttäminen ja monialaiset oppimiskokonaisuudet 4. Oppimista ja hyvinvointia edistävän koulutyön järjestäminen 4.1 Yhteinen vastuu koulupäivästä 4.2 Yhteistyö 4.3 Kasvatuskeskustelut ja kurinpidollisten keinojen käyttö 4.4 Opetuksen järjestämistapoja 4.5 Opetuksen ja kasvatuksen tavoitteita tukeva muu toiminta 5. Oppimisen arviointi 5.1 Arvioinnin tehtävät ja oppimista tukeva arviointikulttuuri 5.2 Arvioinnin luonne ja yleiset periaatteet 5.3 Arvioinnin kohteet 5.4 Opintojen aikainen arviointi 5.5 Perusopetuksen päättöarviointi 5.6. Perusopetuksessa käytettävät todistukset ja todistusmerkinnät 6. Oppimisen ja koulunkäynnin tuki 6.1 Tuen järjestämistä ohjaavat periaatteet 6.2 Oppimisen ja koulunkäynnin tuki siirtymävaiheissa 6.3 Ohjaus oppimisen ja koulunkäynnin tuen aikana 6.4 Kodin ja koulun yhteistyö tuen aikana 6.5 Tehostettu tuki 6.6 Erityinen tuki 6.7 Pidennetty oppivelvollisuus (??)

6.8 Toiminta-alueittain järjestettävä opetus 6.9 Perusopetuslaissa säädetyt tukimuodot 6.10 Esiopetus 7. Oppilashuolto 7.1 Monialainen oppilashuollon yhteistyö 2

7.2 Yksilökohtainen oppilashuolto 7.3 Oppilashuoltosuunnitelmat 7.4 Esiopetus 8. Kieleen ja kulttuuriin liittyviä erityiskysymyksiä 8.1 Monikieliset ll 9. Kaksikielinen opetus 9.1 Meille tärkeää kaksikielisessä opetuksessa 9.2 Kaksikielisen opetuksen tavoitteet ja opetuksen järjestämisen lähtökohtia 10. Valinnaisuus perusopetuksessa 10.1 Taide- ja taitoaineiden valinnaiset tunnit 10.2 Valinnaiset aineet 10.3 Vieraiden kielten vapaaehtoiset ja valinnaiset oppimäärät 11. Vuosiluokkakokonaisuudet esiopetus (Preschool 1 ja Preschool 2) 11.1 Esiopetus Englantilaisessa koulussa 11.1.2 Esiopetuksen tehtävä ja yleiset tavoitteet 11.1.3 Kasvua ja oppimista tukeva toimintakulttuuri 11.1.4 Esiopetuksen toteuttamisen periaatteet 11. 2 Esiopetuksen yhteiset tavoitteet 11.2.1 Ilmaisun monet muodot/Expression in different forms 11.2.2 Kielen rikas maailma/Wealth of Language 11.2.3 Minä ja meidän yhteisömme/Me and our environment 11.2.4 Tutkin ja toimin ympäristössäni/I investigate and act 11.2.5 Kasvan ja kehityn/I grow and develop 11.2.6 Lapsen kasvun ja oppimisen tuki 11.2.7 Oppilashuolto 12 Vuosiluokkakokonaisuudet 1-2 12. 1 Koululaiseksi kasvaminen 12.1.1 Siirtymä Englantilaisen koulun esiopetuksesta (Primary 2) opetuksesta perusopetukseen 12.1.2 Vuosiluokkien 2 ja 3 välinen siirtymävaihe 12.2 Laaja-alainen osaaminen vuosiluokilla 1-2 12.3 Oppiainetavoitteet ja sisällöt vuosiluokilla 1-2 12.3.1 Äidinkieli ja kirjallisuus 12.3.2 Suomi toisena kielenä ja kirjallisuus 12.3.3 English Language 12.3.4 Matematiikka 12.3.5 Ympäristöoppi 12.3.6 Uskonto 12.3.7 Elämänkatsomustieto 12.3.8 Musiikki 12.3.9 Kuvataide 12.3.10 Käsityö 12.3.11 Liikunta 12.3.12 Oppilaan ohjaus 13. Vuosiluokat 3-6 13.1 Vuosiluokkien 2 ja 3 välinen siirtymävaihe 13.2 Oppijana kehittyminen 13.3 Vuosiluokkien 6 ja 7 välinen siirtymävaihe 3

13.4 Laaja-alainen osaaminen vuosiluokilla 3-6 12.5 Laaja-alaisen osaamisen alueet 13.6 Oppiaineet 13.6.1 Äidinkieli ja kirjallisuus vuosiluokat 3-6 Suomen kieli ja kirjallisuus vuosiluokat 3-6 13. Suomi toisena kielenä ja kirjallisuus 13.6.2 English Language grades 3-6 13.6.3 Vieraat kielet ja toinen kotimainen kieli Toinen kotimainen kieli, ruotsi, B1-oppimäärä vuosiluokka 6 13.6.4 Mathematics grades 3-6 13.6.5 Environmental Studies grades 3-6 13.6.6 Uskonto 13.6.7 Ethics grades 3-6 13.6.8 History grades 5-6 13.6.9 Social Studies grade 4-6 13.6.10 Music grades 3-6 13.6.11 Kuvataide vuosiluokilla 3-6 13.6.12 Crafts grades 3-6 Curriculum 13.6.13 Liikunta vuosiluokat 3-6 14. Vuosiluokat 7-9 14.1 Yhteisön jäsenenä kasvaminen 14.2 Vuosiluokkien 6 ja 7 välinen siirtymävaihe 14.3. Perusopetuksen päättäminen ja seuraavaan koulutusvaiheeseen siirtyminen 14.4. Laaja-alainen osaaminen vuosiluokilla 7-9 14.5. Oppiaineet 14.5.1 Äidinkieli ja kirjallisuus vuosiluokat 7- 9 Suomen kieli ja kirjallisuus vuosiluokilla 7 - 9 Suomi toisena kielenä ja kirjallisuus 14.5.2 English, grades 7-9 14.5.3 Toinen kotimainen kieli ja vieraat kielet Vieraan kielen A-oppimäärä vuosiluokilla 7-9 Toinen kotimainen kieli, ruotsi, B1-oppimäärä vuosiluokat 7-9 Ranskan ja saksan kielet, B2-oppimäärä, vuosiluokat 8-9 14.5.4 Mathematics grades 7-9 14.5.5 Biologia vuosiluokat 7-9 14.5.6 Maantieto vuosiluokat 7-9 14.5.7 Fysiikka vuosiluokat 7-9 14.5.8 Kemia vuosiluokat 7-9 14.5.9 Terveystieto vuosiluokilla 7 - 9 14.5.10 Uskonto vuosiluokat 7-9 14.5.11 Ethics grades 7-9 14.5.12 History grades 7–9 14.5.13 Yhteiskuntaoppi vuosiluokat 7–9 14.5.14 Musiikki vuosiluokilla 7 - 9 14.5.15 Kuvataide vuosiluokilla 7-9 4 vvt 14.5.16 Crafts grades 7-8 14.5.17 Liikunta vuosiluokat 7-9 14.5.18 Home Economics grades 7-8 4

14.5.19 Oppilaanohjaus vuosiluokat 7-9

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1. The English School’s values and conception of learning 1.1. The basic values of the English School1 The basic values of our school are grounded in Christian values that guide us to examine humanity and the human being. Human beings have been given the ability think and to aim for good. We find great value in Christian life respectful of other outlooks. We find that it is important to grow, develop, and follow one’s conscience regardless of philosophical views. Love for one’s neighbour, compassion, and an accepting and loving attitude to oneself and to others enable the growth as a human being. This includes the growth into a responsible member of society, the development of society, and action in accordance with the rights and responsibilities commonly agreed upon. An individual grows as a human being and member of society through the membership of their family.

The family with its values provides the foundations for growth. Having knowledge of one’s own history, culture, and the guiding values builds the individual’s value awareness and foundation of identity, and gives rise to self-knowledge and self-esteem.

The school environment broadens and increases the opportunities for growth. The amount of diversity increases in a larger community, and there is a greater need for more tolerance, respect, and acceptance and appreciation of difference. The promotion of fairness and good treatment of oneself and others is a natural way to combat bullying. Other people and their belongings are respected. We build respect through knowledge and understanding of other cultures and by embracing various cultures as natural parts of our daily lives and celebrations at the school. As the world opens up and societies become more globalized, the definitions of citizenship and nationality are changing. A world citizen thinks broadly and is involved in the challenges concerning the whole world. Global humanity consists of an understanding of how society and societies operate, what the common resources are and where they come from, and the respect and appreciation of nature and the environment. Students learn to value what society offers and have a willingness to work for a better society. Economic efficiency and moderation are intricate parts of our practices.

Ecological sustainability and other sustainable values are emphasized.

The international faculty and multicultural student body of the English School provide a concrete framework for intercultural cooperation and growth. Multiculturalism and the acculturation strategies of various individuals and families are acknowledged as parts of the formation of our community. Tolerance and the ability to work with others require broadmindedness and openness.

Studying in the school's two language cultures and building an understanding of the world on their basis provides starting points for the interpretation of and view on how different societies are formed and developed and how an individual can participate in the handling of common matters in society. Our daily behaviour reflects our respect for others. We place high value of the social skills of self-control, emotional intelligence, and good manners that lay the foundation for zero-tolerance on bullying. We take care of public property, and this also reflects in the tidiness of our 1 This text has been written based on material collected from parents and faculty during 2014-2015.

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environment. Our community skills include the ability to take turns and share. At its finest, our sense of community is manifested in the encouragement we give to one another with the aim to support their flourishing. In our school community, we work with a positive attitude, take responsibility for our own actions, and share responsibility.

In our school, education means respect for diversity, different outlooks, opinions, and philosophies.

It consists of openheartedness, humanness, and finding meaning in life through matters important to us. It also includes ecosocial education and global systems thinking with respect to the principles of sustainable development. Our education also consists of the fostering of our common environment. We work as equals and promote equality through our working habits. The starting point for equality in our work is the perception that all cultures, outlooks, ages, genders, and areas are equal.

Life-long learning is based on studying, learning, and having the will to develop oneself. The joy of learning and the ability to maintain that joy increase a person’s motivation to work for their goals and to find the best learning and studying methods for themselves. Learning is supported through an expansive conception of humanity. Learning includes innovative thinking, breaking familiar patterns, and aiming for and reinforcing creative experimentation and norm-breaking thinking. The knowledge and skills necessary for life are defined in our curriculum. The effort to develop critical knowledge capital and critical thinking skills expresses our quest for truth.

In addition to personal study and work, learning also requires good instruction. Students are entitled to receive good instruction. Good instruction is based on a curriculum. Good instruction is stimulating and inspiring and takes into account the students’ needs and levels of development.

The instruction utilises a variety of individual and group working methods. Good instruction is flexible and assertive. The instruction is practical, utilises situations and experiences from real life, and prepares the students to apply theories. Good instruction is reflected in the use of up-to-date learning environments and tools. Good instruction develops literacy, nurtures a high level of education, and uses a wide variety of texts, thus creating the conditions for the students’ capacity for life-long learning. The instruction is inspiring and encourages the students to set their goals high. Good instruction makes use of scientific data regarding learning and teaching. In a bilingual teaching and learning environment, the teachers have a language conscious and language pedagogical approach in their instruction of the various subjects. Working, studying, and learning develop the self and foster the capabilities given to human beings. We value quality and the resulting beauty in teaching and studying.

Monitoring and assessing the implementation of our values The implementation of our values is monitored by the school’s faculty, students, guardians, board, and foundation. The values are employed by everyone involved in our operations. The implementation of the values is assessed with various methods in accordance with the assessment scheme2. The values are exhibited in our daily activities, and our school rules, which support and regulate school work, also reflect these values. Our virtue education reflects our school’s Christian values. Religious practice is carried out in collaboration with the congregation. Christian traditions are taught in the morning assemblies of the congregation and the religious services during the school year. Spiritual and ethical education and instruction is developed in cooperation with 2 The assessment sceme of the English School, Appendix XXX 7

students and teachers in accordance with the curriculum. Joint ethical events are organized for Christians and non-Christians. The students are introduced to volunteer work, and a course on volunteer work is organized. Supporting one’s friends and being a mentor are underscored as valuable features of being a learner and member of the community. We give responsibility, bear responsibility and evaluate how the responsibility has be borne. Bearing responsibility for one's duties is reflected in one's actions, such as doing one's homework on time, taking care of one's own tasks and belongings, tidying up after oneself, and taking care of one's environment.

1.2 The school’s operating idea The English School is an educational institution based on Christian values and maintained by the English School Foundation with a two-year pre-primary school, classes 1-9 of basic education, and high school. The school can also organize the before and after school activities referred to in the Basic Education Act. The school operates in Helsinki, and its primary location is at Mäntytie 14, Helsinki, and secondary location is at Valimotie 17-19, Helsinki. The special educational task of the school is to provide education that focuses on the Finnish and English languages and the cultures of these language areas. The objective of the school is to support the students’ growth as responsible, tolerant, and multicultural human beings. The languages of instruction are Finnish and English. Finnish children will be taught Finnish as a mother tongue. The school complies with the Government decree on the distribution of lesson hours, with the exceptions specified in the authorization to provide education, and the curriculum in accordance with the Finnish National Board of Education decision on the national core curriculum, which also include provisions on the cooperation between the students’ homes and the school and the organisation of student welfare services.

1.3 The conception of learning3 Knowledge, skills, and abilities are not innate, but they are learned. Learning is an opportunity, for some even a passion, that brings pleasure and is exhibited as a thirst for knowledge. Learning is also compulsory. Learning can focus on new information or it can be used to reinforce previously learned knowledge and skills. As the world is changing, the ability to learn is required constantly. In our school, learning is an interactive multilingual process, where the students learn thinking and working skills and gain knowledge about the world, other people, and themselves and their own personal interests. The curriculum determines what will be studied. The interests of the students are also important. Studying and learning can transpire in agreement with the values and rules that have been collectively agreed upon.

Learning is based on active and creative pursuit, sometimes even on surprises, realisations, or necessity. Active learners are interested in matters. They challenge themselves, gather information using all senses, read, write, ask questions, discuss, seek answers, solve problems, apply information, and increase their understanding of matters independently and in collaboration with 3 Based on material collected in 2015 from students, parents, and faculty in the joint curriculum events and seminars What is learning? What is needed to become the best possible learner?

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other students and teachers. They can learn from example. Active learners take responsibility for their own learning. Active learners seek an answer to the question “why am I studying and how can I apply what I’ve learned in my own life.” Achievements and the ability to learn from mistakes are both valuable elements of the learning process. Sometimes a mistake can be the best teacher.

Learning isn’t always easy. Active and creative learners look for means to tolerate the discomfort, uncertainty, and frustration related to learning. Perseverance and determination are sometimes required for success. Successes build self-confidence. Success rewards the learner and creates the desire to learn more.

Learning can be considered the development of knowledge through the use of various information acquisition tools. The students will learn to process and evaluate information critically, in addition to increasing their information acquisition skills. The students’ backgrounds, personal learning processes, performance, and the interplay between these factors will affect their development of knowledge4. The personal qualities of the students and the support they receive from home are determinants of learning. The motivation, emotions, perceptions, and memory of the students, and their interpretation of the background factors and learning have an important role in the learning process. The students build their understanding of the subject being learned during the learning process. They learn to remember the fundamentals of the subject and the related terms and concepts, and learn to summon up the information as needed. The students learn to search for information, apply their knowledge and skills, see matters as parts of a larger context, and filter the relevant information from the irrelevant. It is important that the students learn to see the connections between different subjects and topics. Utilisation, application, and repetition of information increases retention and understanding. Each student has their own processing methods and learning orientation for the learning tasks. Gaining experiences on various working approaches and instructional methods and tools helps the students understand themselves as learners and find their personal learning style. Being aware of their own learning processes will guide the students to make sound learning choices. The learning environment and the instruction affect the development of knowledge. The curriculum, subjects, teachers, instructional methods, and assessment methods are an integral part of a successful learning process. In addition to the school, other environments may also act as learning and studying environments. A safe, undisturbed, calm, encouraging, stimulating, aesthetically pleasing, and well-equipped environment, where the students can be themselves, promotes learning. The students will learn to share common learning environments is such a way, that everyone is able to learn. Learning is temporal. It is affected by what has been learned before, it takes place in the present, and it aims to the future. Sometimes learning happens quickly and sometime it takes a long time. Sometimes the time provided for learning is not enough.

Learning also constitutes the ability to articulate one’s knowledge and skills. Learning is manifested in the increase of knowledge and improvement of skills. Learning can also give a sense of wellbeing. One can enjoy the knowledge and skills possessed by self and others and feel a sense of pride in them. Learning is most effective, when the student is able to do tasks that are suitably challenging. The students are able to acquire help for learning difficulties and their learning difficulties are taken into account in the instruction and studies. Learning and studying is different in different developmental phases. The students’ freedom to make decisions on their learning and ability to take more responsibility for their own learning increases with age and development. The The goal of learning is to gain knowledge and skills for life. It is also the way to a general education, intelligence, and wisdom.

4 Tynjälä, P. (2004, 17). Oppimisen kokonaismalli.

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What is important to us in pre-primary education We find that being child-oriented is important in pre-primary education. Each child is unique and valuable just as they are. Good pre-primary education consists of supportive feedback and the fair treatment of the children. The children are encouraged to experiment, learn by trial and error, and see the positive side of matters. Their curiosity is supported and they are encouraged to investigate and try new things through play, physical activity, and exploration. The children can express their personal views and opinions and the children’s ideas and initiatives are taken into account in the activities.

Children should have occasions for versatile interaction and opportunities to improve their social skills.

Learning situations are interactive and the children learn collectively from each other and from the adults.

Mutual respect, attention, and a caring attitude toward other people and the environment are manifested in action. Each child has the right to be seen, heard, considered, and understood as an individual and a member of the community.

In elementary school, we consider joy of learning, which facilitates the fulfilment of one’s goals, important. Learning is based on the contributions of the student and the teacher. The guidance and the assignments given by the teacher and the school rules provide a framework for learning at school. Eating and sleeping are also important for learning. Studies will move forward, when they are guided by the student’s own will and inclination to learn. Inclination and willingness to learn are exhibited in the student setting personal goals, putting in efforts to learn, being willing to practice, spending the lessons wisely, and being organised. The student’s inclination to learn is also shown in that they take initiative, ask for help when needed, experiment, search for the best learning method for themselves, and their learning focuses on gaining an understanding of the subject matter. It is important that students find the learning tools and approaches that are best suited to them personally and are able to develop their learning skills. The learners also need to consider how homework can be used for the benefit of their learning. An astute student pays attention to the key points of the lesson, focuses, listens, and gathers information. Reflecting on information and making connections with what has been previously learned will result in understanding. Selfconfidence, self-discipline, an open mind, determination, and ambition assist in studying. Good learning begins with a sense of wonder. All these constitute the knowledge, skill, and performance related qualities of learning-to-learn. Learning can be successful in an environment with work peace.

In secondary school, the understanding of one’s personal learning style has increased. The individuality of learning, personal choices and learning styles, and the freedom to choose study methods are emphasized more than before. Learning is based on one’s own willingness and the motivation that directs studying. Trying one’s best is combine with determination. Both the student’s and teacher’s contribution is still required. Motivated teachers and diverse instructional methods lead to successful learning. The instruction makes extensive use of interactive learning, group work, learning together, learning by doing, studying in various environments outside of school, hands-on experiences, and the joy of learning. The cooperation between the teacher and the student and the teacher’s support and encouragement are important for the student’s learning.

Feedback and discussions on the learning progress guide learning. Self-assessment steers the student’s work as part of the overall assessment. It is important that the environment is safe, supportive of learning, respectful, positive, and physically suitable. Diverse and up-to-date 10

resources, teaching and learning materials, and easily accessible information sources, in addition to books, promote learning. Freedom, flexibility, and feedback together with a sense of responsibility provide experiences of successful learning.

You can learn how to learn. A good learner can study well. Guidelines for effective learning: 1. Prepare for each school day. Do your homework. Eat and sleep well. Be on time.

2. Find your inner motivation. Participate. Take initiative. Show interest toward what is being learned.

3. Attitude. Dare to try out new things, search for information, ask questions, be positive, and be interested in new things. Don’t stress out.

4. Set goals that you can achieve. Make the effort to learn and try your best. Take notes.

Practice. Aim for understanding. Learn to think. Think and discover outside the box. Search for and find your personal learning style. Use of your learning.

5. Spend the lesson sensibly. Foster your ability to focus. Cooperate with your teachers. Ask if you don’t understand. Ask for help, if you need it. Respect your classmates, other adults, and teachers.

6. Interaction skills. Say no to bullying. Let others work in peace. Be a friend to others at school. Be kind to others. Learn to cast away shyness. Learn to keep your voice down.

7. Keep your belongings in order.

8. Find balance in life.

Guidelines for effective teaching3: 1.

2.

3.

4.

A good curriculum ensures the conditions for the growth into a good learner.

The joy of learning, fun and exciting lessons.

Learning by doing, experimentation, application.

Simple but challenging.

Monitoring and assessing the implementation of the basic values and the conception of learning The implementation of the basic values and the conception of learning is monitored by the school’s faculty, students, parents, board of directors, and foundation. The implementation of learning and studying in accordance with our conception of learning and basic values is assessed using various methods in accordance with the assessment scheme. Digitalization and the physical, mental, and interactive development of the learning environments are emphasized in learning and studying.

2. The mission and general objectives of basic education 2.1 The mission of basic education

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In the basic education provided by the English School, students continue on the learning path that began in pre-primary education. Basic education offers students the chance to gain a well-rounded general education and to complete their educational obligations. Basic education provides the students with the competence and eligibility for upper secondary education.

Our school has both an educational and instructional mission. This means that the learning, development, and well-being of the students are supported in cooperation with their homes. The instructional mission is to support the well-roundedness of the students’ learning and their development of a positive self-image as human beings, learner, and members of the community.

The instruction promotes the involvement and sustainable way of life of the students and their growth as members of a democratic society. Basic education educates the students to understand, respect, and defend human rights.

The social mission of basic education is to promote equality and justice. The instructional mission is to prevent inequality and exclusion and to promote equality between the sexes. Our school helps the students to recognize their potential and they are encouraged to choose studies without gender-tied role models.

The cultural mission of basic education is to increase the students’ knowledge, understanding, and experiences of their own and other cultures, and to promote their skills in operating within their own culture and in interaction with representatives of other cultures. The instructional objective is to increase the appreciation of cultural heritage and to support the students in building their own cultural identity.

Basic education teaches the students to understand and critically evaluate the changes of the surrounding world and trains the students in taking responsibility for choices that build the future.

The intercultural education included in the school’s instruction provides the students with the competence to understand the need for fair and sustainable development and to promote this development in line with the objectives issued by the UN.

2.2 The operating idea and educational objectives of the school The English School is a school that offers extensive bilingual instruction. The operating idea of the school is based on Christian values. The special instructional task of the school is to provide instruction that focuses on the Finnish and English languages and the cultures of these language areas. The objective of the school is that the students can study fully bilingually, with Finnish and English being used in equal amounts and the students learning and using both languages as if a mother tongue.

The school’s curriculum follows the national core curriculum for basic education with the exceptions granted to the school by the Ministry of Education and with emphasis on English and Finnish studies.

The key objective is to educate the students to value other people, respect human dignity, and grow as responsible human beings. Mutual respect between people means that other people are valued and their good will and sense of duty is trusted, and it is a requirement for the growth as a human being and as a member of the society. Learning good manners and being familiar with the 12

Christian traditions is acquired in the daily school life and the traditional celebrations and events that are related to school work.

The school’s international student body and faculty with diverse cultural backgrounds increase the students’ knowledge and appreciation of different cultures, their ability to encounter other cultures, and their interaction skills and tolerance.

2.3 The national objectives of instruction and education The curriculum complies with the national objectives of instruction and education defined in the Basic Education Act and the Government decree.

Growth as a human being and a member of society The main objective is to support the students’ growth as human beings and ethically responsible members of society and into balanced individuals with healthy self-esteems. The instruction will promote the knowledge and understanding of different cultures, various philosophical, ideological, and religious traditions (such as the Christian tradition), and the Western humanist tradition. The inviolability of human dignity, respect for human rights, and the democratic values of Finnish society, such as equality, are emphasized in addition to respect for life, other people, and nature.

We consider education also to include cooperation and responsibility, the promotion of health and well-being, good manners, and the promotion of sustainable.

The necessary knowledge and skills The main objective of instruction is to lay the foundations for a well-rounded general education and expansion of the students’ conception of the world. This requires knowledge and skills from various fields of knowledge as well as connective competence across the borders of various fields if knowledge. The acquisition of skills and knowledge is essential. The instruction is based on scientific data.

The promotion of general education, equality, and life-long learning The operation of the school supports educational equality and increases the learning-to-learn skills and the preconditions for life-long learning. The instruction is carried out in learning environments, where interaction constitutes a central element. Learning that takes place outside of school is an important part of the instruction.

All school activity seeks to promote growth and learning. Student welfare services help increase the students’ successful learning and well-being.

The instruction provides the general education required in the contemporary world and lays the foundations for life-long learning. In addition to subject-specific competence, transversal competence transcending subject boundaries is also required. The cross-curricular study modules, in which the students study phenomena that relate to various subjects, integrate the instruction.

Teachers will collectively plan the instruction and assess the implementation of the objectives of instruction.

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2.4 Transversal competence The transversal competence refers to the knowledge, skills, values, attitudes, and will that constitute a whole. Competence means that the students are able to make use of their knowledge and skills as required by the situation. The manner in which the students utilise their skills and knowledge is affected by the values and attitudes assimilated by the students their will to take action. The increased demand for transversal competence arises from the changes in the surrounding world. Growth as a human being, studying, working, and operating as a citizen now and in future require competence that transcends and integrates the various fields of knowledge and skills.

The school’s values, conception of learning, and operational culture lay the foundations for the development of competence. Each subject uses the contents and procedures standard to their field of knowledge and skills. The development of competence is affected by the contents with which the students work, and, more importantly, the manner in which they do the work and the effectiveness of the interaction between the learners and the environment.

The common objectives of cross-curricular study modules is to support the students’ growth as human beings and to promote the competence that is indispensable for the students’ ability to partake in a democratic society and a sustainable way of life, with respect to their age. It is especially important to encourage students to recognize their individuality, strengths, and potential for development, and to value themselves.

The objectives of transversal competence are defined for each grade. These objectives are taken into account in the determination of the objectives and main areas of content for each subject. The descriptions of the subjects depict how the objectives of the subject link to transversal competence.

Thinking and learning-to-learn (L1) Thinking and learning skills lay the foundations for the development of other expertise and life-long learning. Students need thinking skills for the management, use, and application of information well as for the creation of new information, problem solving, deduction, and decision making. Students are guided to make observations and to seek, assess, revise, produce, and share information and ideas. Students are guided to perceive that information can be constructed in many different ways, for example, through conscious deduction or intuitively, based own one’s personal experience.

Explorative and creative way of working, collaboration, and the opportunity to immerse and concentrate on work promote the development of thinking and the learning-to-learn skills.

The students are guided to use knowledge independently and in interaction with others in order to solve problems, make arguments, deductions, and conclusions as well as to invent new. The students are encouraged to think in ways that create new possibilities and to use their skills of imagination, in order that they learn to see alternatives and to combine perspectives openmindedly. Games, play-like activities, physical activity, experimentation, debates, and other 14

operational work methods as well as various art forms increase the joy of learning and strengthen the prerequisites for creative thinking and making insights. The students’ thinking skills develop, when they can see interactive relationships and interconnections across subject boundaries and are able to conceive whole units.

The students are assisted in recognizing their personal learning methods and in developing their learning strategies. They are guided to set goals, plan their work, assess their own progress, and use technology and other tools to learn, with respect to their age. It is essential that the students receive continuous and varied feedback on their progress in order to develop their thinking and learning-to-learn skills.

Cultural competence, interaction, and expression (L2) The students grow into a world that is culturally, linguistically, religiously, and philosophically diverse. A culturally sustainable way of life and operating in a diverse environment requires cultural competence that is based on the respect for human rights, the skills of appreciative interaction, and the means to express oneself and one’s outlooks.

The school’s international student body and faculty with diverse cultural backgrounds increase the students’ knowledge and appreciation of different cultures, their ability to encounter other cultures, and their interaction skills and tolerance.

The students learn to understand and appreciate their living environment and its cultural heritage as well as their own social, cultural, religious, philosophical, and linguistic roots. They are encouraged to consider the importance of their own background and their place in the chain of generations. The students are guided to appreciate cultural diversity, to recognize how cultures, religions, and ideologies affect society and the daily life, and how the media shapes culture. They are guided to consider what is acceptable and what is inacceptable with respect to human rights.

The collaborative work done in and out of the school community teaches the students to distinguish special cultural characteristics and act flexibly in different environments. They are instructed to encounter other people with respect and to use good manners. The students also get the opportunity to experience and interpret art, culture, and cultural heritage. They will learn to pass on, revise, and create culture and traditions and to see their significance for well-being.

The students will develop their social skills, learn to express themselves in a variety of ways, and perform in various situations in the school community. The instruction supports the students’ growth into versatile and skilful users of language in their mother tongue and in other languages.

The students are encouraged to interact and express themselves. The students become experienced in argumentation, expressing their opinions constructively, and acting ethically. They learn to put themselves in another person’s shoes and to examine matters from different perspectives. The school work promotes the students’ knowledge and respect of human rights, especially the rights of children, and encourages them to act in compliance to them. Respect and trust for other groups of people and nationalities will be reinforced in all activities and through international cooperation.

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The students learn to use mathematical symbols, images, and other types of visual expression, drama, music, and movement as tools of interaction and expression. School work includes versatile opportunities for handicraft. Students are be guided to appreciate and control their own bodies and to use their bodies to express emotions, perspectives, thoughts, and ideas. School work encourages the students to use their imagination and be inventive. The students are guided to promote aesthetic values with their activity and enjoy various manifestations thereof.

Taking care of oneself and managing daily life (L3) Being able to manage in life and everyday routines requires an increasingly varied skillset. Health, safety, relationships, traveling and traffic, having command of the technology needed in daily life, and managing one’s finances and consumption, all have an effect on a sustainable way of life.

The school community guides the students to understand that their behaviour affects not only their own well-being, health, and safety, but that of others people as well. The students are encouraged to take care of themselves and others, practise the skills important for their lives and daily routines, and increase well-being in their environments.

In basic education, students learn to recognize and understand factors that increase or hinder wellbeing and health, understand the importance of safety, and search for related information.

Students grow to recognize the importance of relationships and mutual care. They are given the opportunity to take responsibility for their individual work as well as collaborative work and to develop their emotive and social skills.

The students also learn time management, which is an important part of managing daily life and self-regulation. They also get opportunities to practice acting in a manner that ensures their personal safety and that of others in various scenarios, including traffic. They are guided to anticipate dangerous situations and to act appropriately in them. They are taught to recognize the main safety-related symbols and to protect their privacy and personal boundaries.

The students receive basic information on technology and its development and the effects of technology in various fields of life and environments. They also get support in making sensible technological choices in their lives. Students are guided in the responsible use of technology, and the ethical questions related to the use of technology are addressed.

Students are guided to develop their skills as consumers and their abilities to manage and plan their finances. Students receive direction in operating as a consumer, examining advertisement critically, and understanding and exercising their rights and responsibilities ethically. They are encouraged to be moderate, sharing, and economical. Students become knowledgeable in the choices and courses of action that support a sustainable way of life.

Multiliteracy (L4) Multiliteracy refers to the skills of interpretation, production, and assessment of several types of messages. These skills help the students understand diverse forms of cultural communication and 16

to build their own identities. In addition to basic reading and writing skills, multiliteracy includes the ability to understand mathematical, visual, auditive, and digital data, kinaesthetic symbol systems and combinations thereof, and media literacy. Students are able to interpret and produce messages, for example, in written, spoken, published, audio-visual, or digital forms.

Multiliteracy means the ability to obtain, revise, produce, present, and assess information in various forms, environments, and situations using a variety of tools. Multiliteracy supports the development of critical thinking and learning skills. The development of multiliteracy also always includes the examination and consideration of ethical questions in a culturally diverse world.

Students’ multiliteracy is developed in all subjects from basic language use to mastering the language and presentation typical of different fields of knowledge. Learning requires a rich text environment and pedagogy that makes use of it, and cooperation between the subjects. Learning materials include texts of diverse modes of expression, enabling the students to understand their cultural connections. The students examine texts that are authentic and meaningful to them and explore the interpretations of the world that arise from the texts. The students are able to utilise their personal strengths and contents that they find interesting in their studies and also to participate and be involved.

ICT competence (L5) Competence in information and communication technology (ICT) is an important civic skill in itself and as part of multiliteracy. It is the object of and a tool for learning. Basic education ensures that everyone can develop their competence in information and communication technology. Information and communication technology is used systematically in all grades of basic education, in various subjects and cross-curricular study modules, and in other school work.

Competence in information and communication technology is developed in four main areas: 1) Students are guided to understand the user policies, operational principles, and key concepts of information and communication technology and to develop their practical ICT skills in producing their own output.

2) Students get guidance on how to use information and communication technology responsibly, safely, and ergonomically.

3) Students are instructed to use information and communication technology in data management and in investigative and creative work.

4) Students practice and gain experience in using ICT for interaction and networking.

The instruction supports the students’ activeness and opportunities for creativity. The instruction also supports the students in finding suitable working methods and personal learning paths. Study motivation is increased through working together and the joy of making insights. The students are able to make their own thoughts and ideas visible in a variety of ways through information and communication technology and, thus, develop their skills of thinking and learning.

The students are familiarized with the various applications and uses of ICT, its significance in daily life and human interaction, and ICT as a tool for participation and involvement. The students consider why information and communication technology is needed in studies, working life, and society and how these skills have become a part of the basic skillset of working life. The students 17

learn to assess the effects of information and communication technology from the perspective of sustainable development and to operate as responsible consumers. The students consider the significance of information and communication technology in the global world.

Working life competence and entrepreneurship (L6) Basic education provides the students with general abilities that promote interest and positive attitude toward work and working life and that help students realise the significance of work and enterprise as well as their own responsibility as members society. The school work increases the students knowledge of working life. They learn entrepreneurial operating methods and realise the significance of the knowledge and skills acquired in and out of school for their working lives.

The students are introduced to the special characteristics of and main business fields in the local economy. In basic education, students are introduced to working life and obtain work experience as well as experience in cooperating with operators outside the school. The students practice the collaboration and interaction skills necessary in working life as well as communicating in the instructional languages of the school.

The school actively seeks collaborators in the business world and is open to collaboration initiatives from businesses. This way the students can get versatile opportunities to familiarize themselves with entrepreneurship.

At school, the students learn to work independently and in collaboration with others and to operate systematically and persistently. The students are guided to plan work processes, try out different alternatives, and draw conclusions in operational learning scenarios. The students practice time management, being adaptable and creative in changing conditions, and facing difficulties and failure. The students are encouraged to complete their work relentlessly and value the results of their work.

The students are supported in recognizing their own professional interests and making justified choices about further studies from their personal starting points.

Participation, involvement, and building a sustainable future (L7) Basic education provides the preconditions for the students’ interest in matters concerning the school community and society. In the school community, the students learn and practice the skills of civic participation and involvement and attain a responsible attitude toward the future. The instruction lays the foundations for the growth of the students. The task of the school is to strengthen the agency of each student, so that the students gain faith in their abilities to participate and are motivated to act as active citizens who exercise their democratic rights and freedoms responsibly.

The students are guided to understand that their choices, lifestyles, and actions have significance not only to themselves, but also to the nearby community, society, and nature. The students gain 18

the skills to assess their own operational modes and structures as well as those of the community and society and to revise them to build a sustainable future.

The students participate in the planning, implementation, and assessment of their own studying, the common school work, and learning environments. The instruction provides the students with opportunities for creativity and the development and execution of new innovations and ideas. The students attain knowledge and experience in the means and methods of participation and involvement in civic society. The students learn through experiences how to be involved, make decisions, and be responsible. The students are encouraged to consider their proposals from the perspectives of equality and fair treatment of the various parties. The learning environment of sustainable future develops the students’ sensitivity to their surroundings.

The key element in building a sustainable future is the responsibility of the individual and society to themselves, others, and the surrounding world. The ability to live in a changing and precarious world is one of the skills of sustainable future and ecosocial education. This includes the ability to adapt to change, find new solutions, and think and act flexibly. The sustainable future education builds the students’ experiences of the significance of their own lives and their understanding of the factors that constitute a good and meaningful life.

The implementation of the objectives of transversal competence The objectives of transversal competence are included in all subjects. The implementation of the objectives is handled in the manner specific to each subject and their branch of science. The various areas of transversal competence provide the starting points for the planning and implementation of the school’s cross-curricular study modules. The cross-curricular study modules are defined in more detail in the school’s operating plan each year. The operating plan also defines the methods with which the implementation of the objectives of transversal competence are assessed each year.

3.The operational education

culture

of

integrated

basic

3.1 The significance and development of the operational culture Basic education is organized into pre-primary education and grade units consisting of the grades 1–2, 3–6, and 7–9. The English School is a comprehensive school with a two-year pre-school, classes 1-9 of basic education, and high school. The basic education of the English School forms an instructionally integrated and educationally systematic continuum with the school’s pre-primary education. Basic education functions in close cooperation with the school’s high school.

The school work is committed to the educational objectives and based on the shared values and conception of learning. The operational culture, which is exhibited in the practices and customs of the school community, should support the objectives of instructional and educational work. It should promote learning, involvement, well-being, and a sustainable way of life. The prerequisite for the development of the operational culture is open and interactive dialogue that is appreciative

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of others, engages all members of the community, and builds trust. Our school’s operational culture is assessed and developed in cooperation with the faculty, students, and parents.

3.2 The principles guiding the development of the operational culture The objective is to create an operational culture that promotes learning, involvement, well-being, and a sustainable way of life. Cooperation with parents and other collaborators and the participation of the students in the development of the community are essential for the cultivation of the operational culture.

The core of our operational culture is the idea that our school operates as a continuously learning community. A continuously learning community encourages and engages everyone to learn.

Everyone learns together and from each other in a continuously learning community. A continuously learning community encourages to explore and experiment, inspires to learn, and produces experiences of success. A continuously learning community values immersion in one’s work and the exertions needed to learn and complete one’s tasks. A continuously learning community encourages its members to make efforts and learn from mistakes. It provides appropriate challenges and supports everyone in finding and using their personal strengths. As members of the community, students can create a positive and realistic conception of themselves and develop their natural will to experiment and explore. It is important to set goals and assess one’s own work in order to learn. Unhurriedness promotes learning. Learning is also supported by the feedback received from the students’ homes and other collaborators. Making use of information acquired from development work, assessments, and research also promotes learning.

A continuously learning community as the core ideas of operational culture The school operates as a continuously learning community and encourages all its members to learn. A continuously learning community is developed through dialogue. Collaboration and experiences of involvement strengthen the community. The consideration of the objectives, regular assessment of one’s own work, and unhurriedness promote the learning of the community.

Learning is reinforced by the feedback received from homes and other collaborators. Utilisation of the information obtained from development work, assessments, and research also supports learning. The significance of pedagogical and joint leadership is emphasized, and leadership focuses especially on the maintenance of the preconditions for learning.

A continuously learning community creates the preconditions for learning together and from one another. A continuously learning community also creates the preconditions for exploration and experimentation as well as for experiences of excitement and success. The community encourages each of its members to put in the effort and learn from mistakes. It provides appropriate challenges and supports everyone in finding and using their personal strengths. As members of the community, students can create a positive and realistic conception of themselves and develop their natural will to experiment and explore. A learning community understands the importance of physical activity for learning and breaks away from a seated lifestyle. A continuously learning community values immersion in one’s work and the exertions needed to learn and complete one’s tasks.

A healthy and safe daily life

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The structures and practices of a continuously learning community promote well-being and safety and thereby create the preconditions for learning. These perspectives extend into all school work and guide everyone’s work. The individuality and equality of the members of the community and the needs of the community are taken into account in the operations of the school. The school’s practices are flexible and enable diverse activities. Physical activity and joint activities, which promote mental well-being, are a natural part of every school day. A communal student welfare is an important part of the operational culture.

Students have equal opportunity to get guidance and support in their development and learning as individuals and members of the group. The community values benevolence and friendliness.

Bullying, violence, racism, or other discrimination, for instance, based on gender, are not tolerated and inappropriate behaviour is addressed. The school work strives for the predictability and unhurriedness of daily life. Experiences of fair treatment and of being heard build trust among the members of the community. A calm and approving atmosphere, good social relations, and the amenity of the environment promote work peace.

Interaction and the variety of work Interaction, collaboration, and the variety of work are factors that increase the learning and wellbeing of all members of the community. A continuously learning community recognizes the complexity of the formation of learning and knowledge and operates flexibly. It encourages its members to experiment and allows room for the functionality, creativity, physical activity, play, and experiencing that are characteristic to the different stages of life and individual learners.

The school work systematically utilises several working approaches and learning environments, and efforts are made to take the school work regularly outside the class room. The school creates opportunities for students to work in projects and study modules as well as do collaborative work within the school and with operators outside the school. The cooperation between the adults of the school and their interaction with the surrounding society reinforces the students capabilities of effective interaction and cooperation. Cooperative work promotes the students’ recognition of their own uniqueness and their ability to work constructively with a diverse range of people. Information and communication technology is used to promote interaction and increase the variety of sensations and channels in the work.

Cultural diversity and language awareness The school as a continuously learning community is part of the culturally changing and diverse society, where the local and global overlap. Different identities, languages, religions, and philosophies live side by sides and are in interaction with each other. Local internationality is an important asset in a continuously learning community. The community appreciates and makes use of the country’s cultural heritage and national languages. The community values its own cultural, linguistic, religious, and philosophical diversity as well as that of its surroundings. It demonstrates the significance of the Sami culture and the various other minorities in Finland. It develops understanding and respect between individuals and groups and promotes responsible action. The community recognizes that everyone has the basic right to their own language and culture. Cultural traditions are introduced, different ways of thinking and operating are discussed constructively, and new practices for operating together are created.

Multilingualism is one aspect of cultural diversity. Each community and member of the community is multilingual. The use of different languages side by side in the school’s daily life is considered 21

natural and languages are appreciated. A linguistically aware community discusses the attitudes toward languages and language communities and understands the significance of language for learning, interaction, and cooperation. The community also understands the importance of language in the students’ construction of identity and their becoming socialized in society. Each subject has its language, customs of language use, and terms and concepts. In addition to English, Finnish, and other languages, mathematics, music, and art are also considered languages that can be used to express oneself and to understand the surrounding world. The instruction progresses from basic language to the language of conceptual thinking. At school, each adult is a linguistic role model as well as the teacher of the subject of their instruction.

Participation and democratic activity The practices of a continuously learning community are built together. A democratic operational culture that promotes participation and implements human rights forms the basis for the students’ growth as active citizens.

Students participate in the planning, development, and assessment of activities in accordance with their developmental phase. They gain experiences of being heard and appreciated as members of the community. The community encourages democratic dialogue and participation and establishes practices and structures. Student association activities offer an important channel for student participation. Other operating forms, such as tutoring, sponsoring, volunteering, and various sustainable development activities, reinforce student participation. They also strengthen cooperation and interaction in the entire school community. Collaboration with various administrative fields, congregations, foundations, companies, and other operators also deepens the students’ conceptions of operating a civic society. Connections with schools in other countries also build the students’ abilities to operate in a global world.

Equality A continuously learning community promotes equality. The members of the community are encountered and treated as equals regardless of any factors related to the person. Equality does not mean similarity. The preconditions of equal treatment are that everyone is guaranteed the same basic rights and participation opportunities and their individual needs are taken into account.

The students’ conception of their gender identity and sexuality is in development during basic education. A continuously learning community promotes gender equality and supports the students in building their identities through its values and practices. The instruction has a gender-aware approach. The community encourages the students to recognize their own possibilities and to regard the various instructional subjects, make choices, and commit to studies without gender-tied role models. The school exhibits an appreciation of human diversity through the choice and development of their learning environments, working methods, and teaching materials.

Responsibility for the environment and aiming for a sustainable future The school takes into account the necessity of a sustainable way of life in all its operations. The school demonstrates a responsible attitude toward the environment through its daily choices and activities. The school seeks to conserve energy, avoid throwing away food, recycle, and sort waste.

The students are actively involved in the planning and implementation of a sustainable daily life.

The school work exhibits the significance of the immaterial factors that promote sustainable development for people’s well-being. The school supports the students’ growth as responsible 22

members of society, who have a positive outlook on the future and are motivated to take action to achieve a sustainable future, by giving them responsibility and opportunities to be involved in the maintenance of their own environment and allowing them to see that their choices have a broader effect in the community, society, and on a global level.

3.3 The learning environments and working approaches The learning environments The school’s learning environment includes all facilities, spaces, communities, and operational practices where studying and learning take place. It also includes the tools, services, and materials that are used in studying. Good learning environments reinforce and promote the growth, learning, interaction, and participation of an individual and the community. Collaboration with communities or experts outside the school increase the diversity of the school’s learning environments.

The school seeks to develop its learning environments in such a way that they form a pedagogically diverse and flexible whole with consideration to the special needs of each subject.

The learning environments should offer possibilities for creative solutions and the examination and investigation of matters from different perspectives. Environments external to the school are also learning environments.

The ergonomics, ecology, aesthetics, acoustic conditions, lighting, indoor air quality, amenity, order, and cleanliness of the facilities are taken into account in the development, design, implementation, and use of the space arrangement for basic education. The school’s space arrangement with its furnishings, equipment, and tools can reinforce the pedagogical development of instruction and the students’ active participation. The aim is to make the facilities, equipment, materials, and library services available to students, so that the students are also able to use them for independent study. In addition to the school’s indoor and outdoor facilities, nature and the constructed environment are also used in the instruction of various subjects. Libraries, sport, art, and nature centres, museums, and other collaborative partners offer a variety of learning environments.

Information and communication technology is an integral part of diverse learning environments.

The use of ICT reinforces the students’ participation and communal work abilities and supports the personal learning paths of students. The development of the learning environments takes into account the diverse media culture. New solutions in information and communication technology are adopted to promote and enhance learning. All students have the opportunity to use information and communication technology in school. Students are encouraged to use their own technological devices in school and at home in a manner agreed upon with their guardians.

Experiences of success and experiencing in different environments and learning situations inspire the students to develop their competence. The students participate in the development of the learning environments. The individual needs of the students are considered in the designing of the learning environments. This way the onset of the students’ need for support in learning and schooling can be prevented. Learning environments that are tailored to the support needs are a part of the systematic support of the students.

The complete well-being of the school community and each student is taken into account in the development of the learning environments. The environments should be safe and healthy and 23

promote the healthy growth and development in accordance with the age and abilities of the students. Students are guided into responsible and safe action in all learning environments. Good work peace and a friendly and unhurried atmosphere support learning.

Working approaches The objectives of the instruction and learning and the needs, abilities, and interests of the students provide the premise for the selection of the working approaches. Variation of the working approaches supports and guides the learning of the whole teaching group and each student. The instruction uses working approaches that are suitable for different ages and learning situations.

The diversity of the working approaches and assessment methods provides the students with the opportunities to demonstrate their skills and knowledge in various ways. The selection of the working approaches takes into account the recognition and revision of gendered attitudes and practices.

The diverse working approaches support the joy of learning, provide experiences of success, and reinforce the creative activity that characteristic of each developmental stages. Experience-based and operational working approaches, the use of senses, and physical activity increase the experientiality of learning and improve motivation. Motivation is also increased through working approaches that support self-direction and a sense of belonging. Drama and other artistic modes of expression promote the students’ growth as creative individuals with healthy self-esteems and knowledge of themselves. The students are, thus, able to express themselves in a variety of ways and to operate in constructive interaction with various types and groups of people. The selection of the working approaches can also reinforce communal learning, in which competence and understanding is built interactively with others. The students are guided to take on various roles, distribute tasks among themselves, and take responsibility for personal and common objectives.

The selection of the working approaches takes into account the special characteristics of the different subjects and the development of transversal competence. The use of working approaches typical to each subject promotes the formation of organized information structures and the acquisition of skills. The ability to acquire, process, analyse, present, apply, connect, assess, and create information is important for learning. Investigative and problem-based work, play, use of imagination, and artistic activities increase conceptual and procedural knowledge, critical and creative thinking, and the ability to apply knowledge.

The differentiation of instruction steers the selection of working approaches. Differentiation is based on having knowledge of the students and is the pedagogical starting point for all instruction.

Differentiation relates to the scope and depth of the studies, the rhythm and progress of work, and the various learning methods of the students. Differentiation is based on the needs of the students and provides the students with opportunities to plan their own studying, select different working approaches, and customize their progress of their studies. The selection of the working approaches also takes into account the personal and developmental differences between students.

Differentiation supports the self-esteem and the motivation of the students and ensures the peace to learn. Differentiation also prevents the onset of a student’s need for support.

The integration of instruction also steers the selection of working approaches. A versatile and appropriate use of information and communication technology increases the students’ 24

opportunities to develop their working and networking skills. Thus, the abilities to acquire, manage, and creatively produce information in a manner that is self-reliant, interactive, and critical, are improved. The selection of the working approaches makes use of the possibilities offered by games and game-like activities.

Teachers select the working approaches in interaction with the students and guide the students in the adoption of new working approaches, thus reinforcing the student’s self-direction. The students’ learning-to-learn skills improve, when the teacher guides the students to plan and assess their own working approaches. This will motive and help the students take responsibility for their learning and working in the school community. The consideration of common objectives and assessment criteria engages the students in work that is in compliance with the objectives.

3.4 Integration of instruction and cross-curricular study modules Integration of instruction is an important part of the operational culture that supports the coherence of basic education. The objective of integration is to assist the students in understanding the relationships and mutual dependences of the topics of study. Integration helps the students to link the knowledge and skills from various fields of information and to organize them into meaningful units in interaction with others. The examination of whole units and the investigative work periods that combine various fields of information direct the students in their use of knowledge and provide them with experiences of participating in the communal formation of knowledge. The students can, thus, recognize the relevance of the subject matters studied at school to their own life as well as to the community, society, and humanity. They also acquire material for the expansion and organization of their conception of the world.

The integration of instruction requires a pedagogical approach that relates to both the content of the instruction and the working approaches and that examines real world phenomena or themes as units in the instruction of each subject and particularly when transcending subject boundaries. The method and length of integration can vary according to the need of the students and the objectives of the instruction. Integration can be implemented, for instance, by: -

juxtaposing, i.e. studying the same theme in two or more subjects at the same time sequencing, i.e. organizing topics that relate to the same theme to be studied one after another organizing operational activities, such as theme days, events, campaigns, field trips, and camp schools designing longer cross-curricular study modules with the participation of several subjects that can include the aforementioned methods of integration forming integrated wholes from the various subjects comprehensive instruction, in which all instruction is integrated, as is done in pre-preprimary education

In order to guarantee that all students have the opportunity to examine whole units and can engage in investigative work that interests them, the education provider should make sure that at least one cross-curricular study module is included in the students’ studies per academic year.

Study modules are designed to be sufficiently long, so that the students have time to immerse

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themselves in the content of the study module and to work in a purposeful, versatile, and persistent manner.

The cross-curricular learning modules promote the implementation of the objectives of basic education and particularly the development of transversal competence.

The planning and implementation of the cross-curricular study modules utilises local resources and prospects. The study modules offer ample opportunities for the collaboration between the school and society. The locality, topicality, and social significance of the examined themes increase the motivation of both the teachers and the students. Student participation in the planning of the study modules is essential. The purpose of the study modules is to address through activity the issues that are part of and expand the students’ sphere of experience. Thus, the objectives are: - to increase the involvement of the students and to offer opportunities to participate in the planning of the objectives, contents, and working methods of the studies - to raise questions that students consider significant and to create opportunities to address and further them - to increase the opportunities to study in different types of groups and groups with students of various ages, and to work with several different adults - to offer opportunities to combine learning that takes place outside of school with the school work - to give room for intellectual curiosity, experiences, and creativity and to challenge the students into a variety of interaction and language use situations - to support the application of knowledge and skills into practice and practice action that is in accordance with a sustainable way of life - to inspire students to act in a manner that builds the community and society The planning and implementation of the cross-curricular study modules requires cooperation between the subjects that represent different approaches and the utilisation of the school’s other operations. Each subject in turn participates in the implementation of the study modules in the manner required by the module in question. The study modules consist of themes that are in accordance with the principles of the school’s operational culture, interesting to the students, and suitable for the collaboration between teachers and subjects. The examination practices, concepts, and procedures typical to each subject are used in the study of these modules.

The students are given feedback on their work during the study modules and the performance of the students is taken into account in the formulation of the verbal assessment or the grade given for the subject.

The cross-curricular study modules are study periods that integrate instruction and are based on the cooperation between the subjects. They represent the school’s values and conception of learning. The study modules make the principles that guide the development of the operational culture of basic education concrete and support the development of transversal competence.

At least one cross-curricular study module is included in the studies of each student per year.

The contents and the implementation of the study modules are determined in more detail in the school’s annual plan for the implementation of the local curriculum, which annually defines the scope of the study modules, the related objectives and contents, and the assessment practices.

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The implementation of the objectives and assessment of the study modules is monitored and the work developed on an annual basis.

4.The organization of school work that promotes learning and well-being 4.1 Shared responsibility for the school day Our school community considers the following values important for the creation and maintenance of a good and safe working atmosphere: mutual respect, the joy of learning, high work ethic, honesty, a sense of responsibility, loyalty, forgiveness, and helpfulness.

The starting point for all school work is that the entire school community is responsibility for making sure that everyone can have a good and safe school day. Educational work and the promotion of well-being is the task of every adult in our school. The organization of school work takes into account the needs, abilities, and strengths of all students. Our success in this is promoted by the cooperation with the guardians and other parties.

Every student is entitled to instruction, guidance, student welfare services, and support in accordance with the curriculum and a safe learning environment on each school day.

The duties of the teacher include the monitoring and promotion of the students’ learning, working, and well-being, the appreciation and fair treatment of each student, the early recognition of potential problems, and the guidance and support of the students. The teacher works in interaction with the students and their guardians, and cooperates with other teachers and with the student welfare staff in particular.

The students have their own responsibilities as members of the school community. The students must regularly participate in the school work, treat their peers and the adults of the school with fairness and respect, and follow the school rules. Students must respect other people’s inviolability, work, and work peace, and they must take care of the agreed tasks. The law obligates students to take part in basic education, carry out their duties conscientiously, and behave appropriately. The students’ homes and the school guide and support the students in their school work. The school’s duty is to address absences and help the students succeed in their school work.

4.2 Cooperation Student participation At school, the student have the opportunity to participate and be involved in the school work. They participate in the planning of their own school work and the activities of the group in a manner appropriate to their age. The students, thereby, gain experience in cooperation and participation in collective decision making. The students must be made to feel that they are heard and valued as members of the school community. The students are offered opportunities and encouraged to participate in the planning and development of the school’s shared operations and environment.

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The students are involved in designing the cross-curricular study modules of the school. The students can participate in the preparation of the curriculum, the related plans, and the school rules.

Whenever possible, the school provides the students with opportunities to work in collaboration with parties outside the school, both near and far. For example, the students may participate in charity campaigns, collaboration projects with other national or international educational institutions, organizations, or companies.

All students of the school are members of the student association. The student association annually elects the student council from among themselves. Our school has separate student councils for grades 1–6 and 7–9. The main duty of the student council is to participate in the development of the school community and to further matters that are important to students. The student council also develops and organizes community events for the students. The student association operates under the guidance of the appointed teacher.

Through participation in the planning, development, and assessment of the school work, the students gain experiences in democratic activity, modes of involvement, and bearing responsibility.

The involvement of the students in the planning of the school work increases the sense of community and well-being of the students.

Cooperation between the students’ homes and the school The primary responsibility for a child’s upbringing is on their guardians. The guardian must also make sure that the educational obligations of the child are fulfilled. The school cooperates with the guardians and supports them in their educational work. In choosing the English School for their children, the guardians accept the operating principles of the school and commit to the school rules in their part.

Cooperation with the guardians promotes the student’s well-being and the efficiency of their school work. The school provides the guardians with regular and adequate updates on their child’s progress in school, both academically and as a socially interactive member of the school community. Our school seeks to maintain and promote close collaboration between the guardians and the teachers. The teacher contacts the guardians, when they consider it necessary for the student’s school work. The guardians are encouraged to be in touch with the school and the teachers, when they feel the need for it. The primary tool for daily communication is the Wilma student data system, through which the guardians and the school’s faculty can communicate. The teachers use Wilma to send guardians information on matters relating to school work and to record absences and other lesson entries for the guardians to view. The guardians are presumed to follow Wilma regularly. The guardian’s task is to explain the absences of the student via Wilma.

The school can also be contacted via email or telephone. Personal meetings between the guardians and the teachers, the principal, or other faculty members can be arranged at the school as needed at the initiative of the guardians or the school.

The English School organizes annual parent-teacher conferences, where the guardians have the chance to get information on topical issues related to the school work, meet their child’s teachers 28

and other faculty members, and discuss matters related to the student’s school work. Through grades 1–7, the class or homeroom teacher arranges 15-minute parent-teacher meetings, which are attended by the student, their guardians, the class or homeroom teacher, and the subject teacher when needed/requested.

The school invites the guardians to participate in and familiarize themselves with the school work on Open Doors Day. During the annual Home and School Day, the guardians have the opportunity to discuss the topical issues of the school world with the students and teachers and to participate in the planning of the school work. The guardians are welcome to participate in the events organized by the school, such as celebrations, sporting events, and religious services.

The school seeks to make the educational cooperation between the school and the guardians as easy and functional as possible through the various forms of communication.

Our school has an active parent association “The Friends of the English School”, which we encourage the parents to join. The work of the parent association benefits the students significantly. The fund raising done by the parent association enables many important procurements related to the instructional work of the school. The parent association also organizes parent meetings, where the parents can discuss matters related to school work.

The cooperation between the guardians in the school events and the parent association increases the sense of community and supports parenthood and the educational work of the school. The parents’ participation and work play a significant role in the fundraising for field trips and camp schools.

The cooperation between the students’ homes and the school is developed based on the feedback received from the guardians and the faculty. Surveys are carried out annually to collect experiences and opinions from the guardians and the faculty. The students’ homes are informed of the results of the surveys and the results are also presented at school. The results are used to develop the school’s practices to ensure that the cooperation between the students’ homes and the school is as functional as possible.

The internal cooperation of the school and collaboration with outside parties The school’s faculty cooperates closely to implement the educational and instructional objectives of the school. The operation of the school as a continuously learning community in accordance with the objectives of the curriculum and the integration of instruction require that the teachers collaborate and plan the instruction together. The teachers collaborate in the planning and implementation of the cross-curricular study modules, the assessment and supporting of learning, and the implementation of student welfare. Teacher meetings and the VESO training days for the teachers are events that are reserved for the cooperation between teachers. An important form of cooperation is also the sharing of thoughts and experiences that takes place in the daily life of the school.

The English School is a comprehensive school with a two-year pre-school, classes 1-9 of basic education, and high school. The various levels of education cooperate closely. Some of the same teachers teach in primary, secondary, and upper secondary schools. Teachers work in close

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cooperation as the children move from pre-primary to primary education in order the guarantee a coherent learning path.

The English School collaborates with other schools primarily through the Association of Finnish Independent Schools. The faculty can participate in the training events organized by the association, and thus develop their professional skills, expertise, and instruction.

The school cooperates with the city of Helsinki in its use of the city’s sports and cultural services.

The school cooperates with the nearby congregations. The school also cooperates with the police and local organizations. The school collaborates with organizations and local businesses in organizing various theme days and projects related to school work. Local museums, nature sites, and other visiting destinations are utilised in the instruction.

The school organizes a periods of work experience for grades 8 and 9 in collaboration with local businesses.

Internationalism and encountering different cultures is a central starting point for the operation of the English School. The school cooperates with educational institutions that are located abroad.

This cooperation takes places as student and teacher exchanges and visits and collaboration projects between the schools.

4.3 Disciplinary educational discussions and the use of disciplinary measures Students are entitled to safe study environments that guarantee work peace and the ability to study unhindered. The curriculum of our school and the school rules have been drawn up to create and maintain safe study environments. The objective of the rules is to prevent bullying and disruptive or violent behaviour. The school has the right to use disciplinary educational discussions and various disciplinary measures to ensure work peace and intervene in inappropriate behaviour.

Disciplinary educational discussion is the primary measure of intervening in a student’s inappropriate behaviour. The purpose of the discussion is to identify with the student the act or negligence that lead to the measure, hear the student, investigate more broadly the causes and consequences of their behaviour, and consider the ways in which to rectify the situation. The goal of the procedure is to find positive practices to improve the behaviour and well-being of students in school.

If the student disturbing the lesson does not stop their disruptive behaviour despite being requested by the teacher, the teacher can dismiss the student from the class room or other space of instruction or school event. In order to guarantee work peace, the student can also be suspended from instruction for at most the remainder of the school day, if there is there is the risk that the safety of another student or other person suffers due to the violent or threatening behaviour of the student or that the instruction or other related activity is excessively impeded due to the student’s disruptive behaviour.

During the work day, the principal or teacher has the right to confiscate an item that is disruptive to the instruction or learning. The disruptive item is given back to the student after the lesson or school event or at latest at the end of the work day.

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A student who has neglected their homework can be ordered to stay at the end of a school day for an hour at most to complete their homework under supervision. If the teacher orders the student to stay in school after the regular school day, the student’s guardians are notified.

If the student’s disruptive behaviour continues, the school arranges a meeting that is attended by the student, the guardians, the student’s homeroom teacher, and representatives of the student welfare group, including the principal, if needed.

Neglecting attendance and serious behavioural problems are a sign that the student needs support. The duty of the student welfare group is to offer support to students, guardians, and teachers and to direct the student and their family to parties that offer support outside the school.

The disciplinary measures of the school are detention, a written warning, and suspension in accordance with the Basic Education Act. Before issuing a disciplinary sanction, the student and their guardians must be given the opportunity to be heard.

A student who behaves inappropriately can be kept in detention for a maximum of two hours. In detention, the student can be given exercises that support education, instruction, and development, are in fair relation to the act or neglect, and are appropriate with respect to the student’s age and developmental phase.

If a student has committed a serious offence (Basic Education Act, section 36), the matter will be forwarded to the board of the English School Foundation for consideration. The board decides whether the student, who has committed the serious offense, is given a written warning or is suspended. The police and child protection are always consulted in more serious offences.

The disciplinary measures of the school are defined in the Basic Education Act. The disciplinary plan of the English School (appendix) details the practices of disciplinary educational discussions and disciplinary measures in our school. The disciplinary plan is updated as necessary, for example, in consequence to feedback received from teachers or students. The school’s faculty and the student body are heard the plan is updated.

4.4 Organisation methods of instruction Instruction in special circumstances If a student becomes seriously ill or their life situation becomes difficult, basic education can be organized in a hospital, among others. The municipality in which the hospital is located is obligated to organize instruction to a student who is a patient or other student of compulsory education age who is in specialized health care and to support the instruction to the extent that it is possible with respect to student’s health. The school and the municipality in which the hospital is located will provide the student with the support they need for the transfer to and from hospital instruction in multiprofessional cooperation. The hospital instruction can also make use of distance learning.

4.5 Other activities that support the objectives of instruction and education Club activities 31

The school has an afternoon club in Finnish and English that can be joined by the first and second grade students of the school. The Education Department of the City of Helsinki make decisions on the locations of afternoon activities based on the applications they receive within the application period. During the school year, the afternoon club operates on schooldays that are weekdays, but not on Saturday schooldays. The students transition to the club after their school day, and the club activities continue until 5 p.m. The students can do their homework, play, do arts and crafts, play games, do physical exercise, and participate in outdoor activities under supervision and instruction at the club. Appendix: Plan for the morning and afternoon activities The students can participate in the various clubs that operate at school before their regular lessons in the morning or after their lessons in the afternoon. The clubs introduce various hobbies to the students. The students are informed of the potential clubs at the beginning of the school year. The clubs vary in topic and duration.

The school’s library services Our school has a library that is operated by a librarian. The library collections comprise of a variety of Finnish and English fiction and non-fiction for various age groups as well as magazines from various fields. The times that the library is open to students is announced separately. The librarian helps and instructs the students in their use of the library. The students can loan the library books and spend time in the library exploring titles and looking up information. The teachers can use the library books in their instruction. The students have the opportunity to use information and communication technology in the library.

School lunch The school offers students a sufficient daily lunch with good nutritional value. The school lunch is free of charge. The purpose of the school lunch is to promote the healthy growth and development of the students and their ability to study. The school lunch also provides education to good manners and it is carried out the guidance and supervision of the teachers. The goal of the school lunch is to increase the students’ food-related competence. The students are instructed to not throw food away, but to take only as much as they need. The students are guided to understand their personal responsibility in the reduction of food waste. Thus, the school aims to educate the students to consume responsibly and promote sustainable development. The students are introduced to new tastes and foods from different cultures through a diverse menu.

The school lunch is an important part of the school day for the students. The school seeks to offer the students an unhurried, comfortable, and refreshing eating break in the middle of the school day. The students can give feedback and requests on the school lunch.

The staff in charge of the lunch and the school’s faculty cooperate in the organization and operational development of the school lunch. A vegetarian option must be made available daily.

The guardians of students with special diets must provide the school with information on the special diet. The special diet needs to have a philosophical or medical reason, in which case a doctor’s certificate must be presented to the school.

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The students can purchase afternoon snacks on longer school days. The goal is to offer healthy snack options to the students.

Recesses, morning assemblies, and other shared school events According to the Basic Education Decree, at least 45 minutes per hour must be used for instruction and the time used for instruction must be distributed into appropriate teaching periods. Part of the work time can be used for the acquisition of working life experience and for the end of school year celebrations and other collective events. The days start with a short morning assembly, which is held either in class, via central radio, or as a joint event. The students are encouraged to hold the morning assembly.

The students can recharge during recesses between the lessons. During longer recesses, the students can spend time outdoors in the school yard or stay inside in the supervision of the teacher. Some of the recesses are short and used to transition between classes.

School celebrations, such as the end of school year, Christmas, and independence day celebrations, are among the shared events of our school. Our school has various theme days, such as autumn and winter sports days. Celebrations and theme days may involve the whole school or just one or few grades. The students participate in the planning of the celebrations and theme days and the execution of their programmes.

The school organizes student services in cooperation with the nearby congregations, which are attended by the students who belong to Christian communions. Alternative activities are arranged for other students.

The school days also include field trips to nearby destinations, such as museums, theatres, exhibitions, or concerts. A study trip lasting a whole day can be organized once a year. The students participate in the selection of the destination and the planning of the programme for the trip. In accordance with the curriculum, the school work can also include longer study trips and camp schools. The destinations of these trips can be domestic or international according to the plan. The guardians contribute to the costs of the trips. The students can raise funds with the help of their guardians, for instance, by organizing sales. The goal is that all students are able to participate in the trips. If a student cannot participate in a field trip for some reason, the school organizes alternative activities for them.

The programme of the school includes a three-day camp school in Finland for grade 4 and a weeklong camp school in England for grade 6. The guardians and parents take care of the fundraising for the camp schools. The class teacher is responsible for the organization of the programme for 4th grade camp school. The guardians, the appointed teacher, and the principal are responsible for the planning and organization of the 6th grade camp school. In 6th grade, the students will have research projects that relate to the destinations, in order to search for background information on the destinations.

The objective of the shared events, study visits, and field trips is to support, enrich, and increase the learning of the students and to offer versatile learning environments, authentic learning situations, and cooperation opportunities. The shared events bring variety to the school day and 33

promote social relations, solidarity, and contentedness. These events promote the objectives of transversal competence. The cross-curricular study modules that integrate instruction can be developed around celebrations, theme days, and field trips or these events can be utilised as parts of the cross-curricular study modules.

The 8th and 9th grade studies include a period of work experience. The purpose is to provide the students with practical experiences of different professions and of operating in working life.

School commute The students of the English School come from a large area. Most of the students commute to school using public transport. Particularly in the lower grades, the students are instructed to take care of their own safety and that of others and to behave well as they commute. Behaviour in traffic and the use of public transport is practiced in the guidance of the teacher, for instance, in the transitions from the school to sports facilities.

The school commute is part of the school day and the same operational principles apply to it as to all school work.

5.The assessment of learning 5.1 The objectives of the assessment and an assessment culture that promotes learning According to the Basic Education Act, the objective of assessment is to guide and encourage studying and to develop the self-assessment abilities of the students. The learning, work, and behaviour of the students are assessed in a variety of ways. The focus is on assessment that promotes learning.

An all-round assessment and giving directive feedback based on the assessment are the main pedagogical methods of a teacher for supporting the students’ overall development and learning.

Schools develop an assessment culture with the following key qualities: ● ● ● ● ● ●

An encouraging environment that inspires to make the effort An interactive and dialogic method that promotes student participation Supporting the students in understanding their personal learning processes and making their progress visible throughout the entire learning process The fairness and ethicality of the assessment The comprehensiveness of the assessment Using the information attained from assessments in the planning of instruction and other school work.

The majority of the assessment comprises of interaction between the teachers and the students.

The teachers make sure that the students receive directive and encouraging feedback and 34

information on their progress and learning right from the beginning. Experiences of success inspire students to learn more, although failures and mistakes are also parts of the learning process.

These elements are used in the instruction in a manner that promotes learning and is respectful of the students. The students guided to observe their own work and the shared work and to give constructive feedback to each other and to the teachers. This creates the conditions for the development of the students’ self- and peer-assessment skills in basic education.

Cooperation with the students’ homes is important. The objectives of the school work and the assessment practices of the school are discussed with the guardians. The student and their guardians receive information on the student’s study progress, work, and behaviour at least once a semester. The students and their guardians are entitled to acquire information on the assessment criteria and their application in the assessment of the student.

Information that is obtained through the assessments help the teachers steer their instruction in accordance with the needs of the students. The education provider monitors the implementation of the criteria for assessment in the school and supports the development of the assessment.

5.2 The nature of assessment and general principles The assessment of learning is divided into the assessment carried out during the course of the studies and the final assessment. The same general assessment principles apply to the assessment during the course of the studies and the final assessment.

The assessment is based on objectives and criteria The assessment of learning, work skills, and behaviour of the students, and the provision of feedback are based on the objectives issued in the national core curriculum and defined in the curriculum of the school. The students or their performance are not compared in relation to each other, and the assessment does not focus on the personality, temperament, or other personal characteristics of the students. The teachers must make sure that the students know the objectives and the criteria for the assessment. Consideration of the objectives and the examination of one’s personal progress with respect to the criteria is an important part of the development of the students’ self-assessment skills.

The assessment of the student’s performance that relates to the certificates and reports is based on assessment criteria that is derived from the objectives. The criteria have been drawn up to support the teachers’ work and to harmonize the assessment in the transitional phase between grades 6 and 7 and the final assessment. The criteria are not goals set for the students; they define the level required for the verbal assessment describing good performance or for the grade of 8.

Consideration of the age and abilities of the students and the diverse assessment methods The age and abilities of the students are taken into account in the assessment methods and feedback. The feedback focuses on the successes and progress of the students with respect to their prior learning.

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Diverse assessment methods are used in the assessment. The teacher collects information on the student’s progress in the various areas of performance and in various learning situations. The assessment takes into account the personal learning and working methods of the students and makes sure that there are no obstacles to their demonstration of progress and competence. The teacher makes sure in all assessment and demonstration situations that each student understands the assignment and has enough time to perform it. The opportunities to use information and communication technology or give oral demonstrations are also provided as needed. The school makes sure that the auxiliary devices or assistant services that are potentially needed are available. The learning difficulties and potential deficiency in language skills are taken into account in the planning and execution of the assessment and demonstration situations. The special emphases that have potentially been determined for the studies will also be taken into account.

The linguistic background of each student and the emerging Finnish or English skills are taken into account in the assessment of students with immigrant or foreign-language backgrounds. In order for the student to be able to demonstrate their progress and competence despite the deficiencies in their Finnish or English skills, the assessment focuses on the use of diverse and flexible assessment methods that are tailored to the student’s circumstances.

The development of self-assessment skills The instruction develops the students’ abilities for self-assessment. Self-assessment skills are developed by guiding the students both as individuals and as a group to observer their learning and progress and the factors that affect them. The teachers help the students in understanding the goals and in finding the best practices to achieve them.

In lower grades, the self-assessment skills are developed by helping the students recognize their successes and strengths in school work and to understand the agreed goals of the work. The teaching groups have joint assessment discussions. The students are given positive feedback and are demonstrated how one can do successful work in many ways.

In higher grades, it is still important that the students pay attention to their successes and strengths, but they will also examine their own learning and progress more analytically. The students are guided to operate in a more self-directive manner than before. The joint assessment discussions between the students, i.e. peer assessment, are developed as part of the group’s work. Through these discussions the students learn to give and receive constructive feedback.

Through self- and peer assessment, each student can become aware of their progress and understand how they can impact their own learning and success in school work.

5.3 The objects of assessment Assessment focuses on the learning, work skills, and behaviour of the students. A reliable assessment requires comprehensive observation and documentation of these factors.

Learning as the object of assessment

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The assessment of learning includes the assessment of progress and performance and the provision of feedback on them. The progress of a student is assessed in relation to their prior learning and the set criteria. It is important to observe a student’s learning progress throughout basic education, in order to ensure by means of instruction, guidance, and support that they have the facilities to progress in their studies.

The level of competence refers to the knowledge and skills demonstrated by the student with respect to the set criteria and it is assessed on the basis of the student’s performance. In order to assess the level of competence, the results or outcomes of the student’s work are examined as comprehensively as possible. The assessment of knowledge and skills makes use of the national assessment criteria. The development of competence is seen as a process that grows and cumulates throughout basic education.

The students are be guided as individuals and as a group in the examination of their progress and the outcomes of their work with respect to the objectives and criteria for success that the group jointly agreed on at the beginning of the work.

Work skills as the object of assessment The development of the students’ work skills is one of the key objectives of basic education. The instruction reinforces the students’ individual and group work skills. The work skills also include the ability to plan, regulate, and assess one’s own work, to act responsibly and with full effort, and to operate in constructive interaction.

The student hone their work skills in each subject, the cross-curricular study modules, and other school operations. The teachers guide the students as individuals and as groups to plan their work and to use working methods that promote learning. The students are guided to examine the implementation of their plans and to assess the success of their work and the factors that have affected it.

The assessment of work skills is part of the assessment and grading of the subjects. The assessment is based on the work criteria included in the objectives of the subjects and the crosscurricular study modules. Comprehensive feedback concerning the work in all study situations promotes the students’ ability to examine their own work and develop their working skills.

Behaviour as the object of assessment Behavioural guidance and teaching the skills and knowledge related to behaviour are a part of the educational mission of the school. The students are guided to take other people and the environment into consideration and to follow practices and rules that have been commonly agreed upon. They are taught good manners and behaviour that is pertinent and appropriate in the interactive scenarios at school.

The student’s self-assessment and the assessment discussions between the class/homeroom teacher, the student, and the guardians are important parts of the behavioural assessment. The behavioural assessment and the directive feedback is carried out with respect to the objectives of behaviour defined in the school’s curriculum. The objectives of behaviour are based on the educational objectives of the school, the guidelines defining the operational culture of the school 37

community, and the school rules. A student’s behaviour is assessed by all teachers who instruct the student. The students and their guardians are provided the opportunity to participate in the discussion concerning the school’s educational and behavioural objectives and the determination thereof during the process of drafting the curriculum.

The objectives of behaviour: In education and instruction, the goal is always that the students: - act responsibly by attending school regularly - take dutiful care of all tasks and obligations presented in school work - are honest and trustworthy - are considerate of others - respect other people’s basic rights - are just - are willing to cooperate and share responsibility - maintain work peace - are considerate and helpful - take initiative - have a responsible attitude for their work and living environments - take into account their own safety as well as that of the other members of the school community Descriptions of grades The behavioural assessment aims to take into account the developmental phase of the student and the potential exceptional events or changes in their circumstance. The grading scale is 4–10.

10 - The student fulfils the behavioural objectives with excellence. The student actively promotes good behaviour with their actions.

9 - The student fulfils the behavioural objectives very well. The behaviour of the student is almost always in accordance with the objectives.

8 - The student fulfils the behavioural objectives well. The student generally has a positive attitude toward attending school, the school community, and public property. The behaviour and language of the student has been addressed occasionally.

7- The student fulfils the behavioural objectives satisfactorily. The student has a fluctuating attitude toward attending school, the school community, and public property. The student disrupts instruction at times and does not always follow the school rules. The behaviour and language of the student has been intervened in through disciplinary discussions and/or other disciplinary measures.

6 - The student fulfils the behavioural objectives moderately. The student has a negative attitude toward attending school, the school community, and public property. The student disrupts instruction and breaks the school rules. The behaviour and language of the student is inappropriate and offending. The student’s behaviour has often been intervened in through disciplinary measures.

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5 - The student fulfils the behavioural objectives adequately. The student breaks the school rules continuously and consciously. The behaviour and language of the student is extremely inappropriate and offending. The student’s behaviour has very often been intervened in through disciplinary measures. The student needs supervision to manage school work.

4 - The student cannot be reprimanded through disciplinary measures and is a danger to the school community.

The behavioural assessment does not focus on the personality, temperament, or other personal characteristics of the student. Behaviour is assessed as its own unit in certificates and reports, and it does not affect the grade or verbal assessment of the subjects. Behaviour will not be marked in the certificate of completion or termination of studies.

5.4 Assessment during the course of the studies Assessment during the course of the studies refers to the assessment and feedback provided before the final assessment. The assessment during the course of the studies is mainly the guidance of learning through oral and written feedback on all grade levels. Its central objective is to guide and encourage studying, support learning, and increase the self- and peer-assessment skills of the students. It includes discussions, assessment notifications, and reports on the student’s progress and level of learning at given dates, in order to provide both the student and the guardians with information on the progress, work skills, and behaviour of the student frequently enough.

Assessment during the school year The nature of the assessment during the course of the studies is mainly formative and promotes learning. The assessment and the related feedback is executed during the school year as part of the daily instruction and interactive work. The students practice their self- and peer-assessment skills in instructional situations.

The goal of the teacher is to help the students perceive and understand what they are meant to learn, what they have already learned, and how they can increase their learning and performance.

Directive feedback takes into account the different learning and working methods of the students.

Directive feedback makes the learning process evident and helps the students organize the subject matters into coherent units of knowledge and skills. The feedback guides the students to consider their personal learning processes and to find the most suitable studying and working practices for themselves in order to attain their goals.

Assessment at the end of the school year The assessment during the course of the studies includes a summarizing assessment of the performance of the students after the learning process. The students receive the assessment in the form of a school year report. In accordance with the Basic Education Decree, the student are given school year reports, which include the verbal assessments or grades describing how the student has met the criteria for each subject or study module in the study programme during the school year. The assessment at the end of the school year is the total assessment of the progress 39

and performance of the student during the entire school year. The school year report includes a behavioural assessment. The school year report is also a decision on whether the student is promoted to the next grade or retained in a grade.

The English School gives verbal assessments to grade 1–4 students. Grade 5–9 students receive grades. Verbal assessment can also be used in the assessment of a student whose mother tongue is other than Finnish or English, with exception of their final assessment.

In addition to the school year reports, grade 3–6 students receive an intermediate report at the end of the fall semester, which is verbal for the 3rd and 4th grade students and graded for the 5–9 grade students. The guardians of 1st and 2nd grade students are informed of the fall semester learning results through assessment discussions held in the beginning of the spring semester. In grades 3– 7, the class/homeroom teacher, student, and guardian meet for an assessment discussion, where the student and guardians acquire feedback on the student’s progress.

Progress in studies in basic education The instruction and the assessment practices are planned and implemented in such a manner that the students have sufficient opportunities to demonstrate their learning in a variety of ways. The students are entitled to receive the necessary remedial teaching, part-time special-needs education, guidance, or other support, when they have fallen or are in the risk of falling behind in studies due to illness, learning difficulties, absences caused by a difficult life situation, or other reasons. If there is a risk that the student will receive a failing grade in a subject for the whole school year, the matter is discussed with the guardian and the student ahead of time during the school year and a decisions are made on the necessary support measures.

Progress in studies from grade to grade Students who receive a numerical grade or a verbal assessment denoting at least adequate competence in the subjects included in the syllabus for the grade level will be promoted to the next grade.

A student may be promoted to the next grade, even if s/he has failing grades in one of the subjects, if s/he is judged to be able to cope acceptably with the studies in the next grade.

A student may be retained in a grade, if s/he has had a failing performance in one or more subjects in the syllabus for that grade. The student is to be reserved an opportunity, without participating in instruction, to demonstrate that s/he has achieved an acceptable level of knowledge and skills.

One or more such opportunities may be provided during the school year or after the completion of the school work for the school year in a manner determined in the local curriculum. The separate exam may include a variety of oral, written, or other demonstration opportunities, in which the student can demonstrate his/her competence the best.

If the performance opportunity is provided when the schoolwork for the year is over, a conditional decision for retention may be taken. The decision mentions those areas of the syllabus for the grade, in which acceptable performance in a separate examination will constitute the prerequisite for promotion from the grade.

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A student may also be retained in a grade without having had failing performances, if retention is to be considered appropriate from the standpoint of the student’s general success in school. In this case the student’s guardian must be reserve an opportunity to be heard before the decision is taken.

The performance of a student who is being retained are nullified.

Assessment at transition points The Government decree on the distribution of lesson hours defines the transition points that divide basic education into units consisting of pre-primary education, grades 1–2, 3–6, and 7–9.

Assessment at the conclusion of pre-primary education The pre-school students participate in a language placement test for English in the spring of their second year of pre-primary education. The acceptable completion of the language placement test (with an annually defined score) is a requirement for the student’s promotion into the 1st grade of basic education and their admission to the English School. The fulfilment of the general objectives of pre-primary education is assessed in accordance with the criteria determined in the English School’s curriculum for pre-primary education.

Assessment at the end of second grade At the end of second grade, the focus of the assessment is on the progress of learning. In addition to the school year report, the student is given other directive feedback. The assessment brings to the fore the student’s strengths as a learner and consolidates the student’s self-esteem and learning motivation. If required, the guidance and support needed by the student is assessed and planned in cooperation with the teacher, the student, and the guardians. It is important to hear the assessments and wishes of the student and the views of the guardians. Assessment discussions are set up for this purpose.

In the assessment of the student’s progress and provision of the related feedback to the student and the guardians, the teacher focuses on the following viewpoints that are based on the objectives of transversal competence and are central to the learning process of the student: ● Progress in the linguistic skills, both in Finnish and in English. Special focus in on the skills of enquiry and listening, interaction, and self-expression. ● Progress in work skills, especially in the skills of working independently and in a group ● Progress in the ability to take care of one’s own duties as well as those that have been collectively agreed upon.

Feedback is also provided on the student’s progress in different subjects. The school year report states whether the student has acceptably fulfilled the criteria for each subject.

Assessment at the end of sixth grade At the end of sixth grade, the student receives a school year report. The student and the guardians also receive other directive feedback, for example, through assessment discussions. The feedback focuses particularly on the development of the student’s working and learning skills. The student receives information on their progress in each subject and the development of their transversal 41

competence. The assessment practices and the provision of feedback are designed in such a way, that the student and the guardians acquire an understanding of the student’s learning progress based on a wide range of information. Special focus is on the promotion of study motivation.

The assessment criteria for a grade of eight (8), i.e. good performance, have been defined for all core subjects based on their objectives for the 6 th grade school year report. The criteria are not goals set for the students, but the teachers’ tools of assessment. The student receives the grade of 8 indicating good performance, when they generally demonstrate the level of performance described by the criteria for the subject. Exceeding the standard of some criteria may compensate for the failure to meet some other criteria.

5.5 The final assessment of basic education The final assessment takes place in grades 7, 8, or 9, depending on the subject and the curricular decision of the school. The assessment practices leading to the final assessment must be in agreement with the age and abilities of the students.

The purpose of the final assessment is to determine how the students meet the criteria of each subject at the conclusion of their studies. The final grade or verbal assessment describes the level of the student’s performance with respect to the objectives of the subjects’ syllabi and the criteria for the final assessment.

As the final assessment approaches, the teachers’ duty is to provide the students with information on the present state and level of performance and give them assessment feedback that promotes their learning while the school year is still underway. The teachers must also make sure that the students and their guardians are aware of the principles and objectives of assessment and the criteria for the final assessment. The provided feedback and guidance has to be sufficiently detailed and aimed at the individual.

The formation of the final grade The final grades for basic education must be given on equal grounds. The national core curriculum for basic education defines the national criteria for the final assessment of all core subjects and the optional languages that start in grades 1–6 of basic education as well as the principles of forming the final grades.

The student’s final grades are not directly formed from the average of their previous grades in the course, intermediate, or school year reports. As the development of competence is always cumulative, the formation of the final grade must be based on the level of competence demonstrated by the student at the conclusion of their studies with respect to the objectives of the syllabus and the criteria for the final assessment.

The criteria for the final assessment determine the level of knowledge and skills required for the grade of eight (8) for each subject. The student receives the grade of 8, if they demonstrate the level of performance described for the subject on the whole. Exceeding the standard of some criteria may compensate for the failure to meet some other criteria. The student has fulfilled the objectives of the general syllabus for basic education adequately (5), if they demonstrate to some degree the performance level required by the criteria for the subject. In this case, the student has 42

acceptably completed the general syllabus for the subject in question. The grade is again based on the general performance demonstrated by the student, i.e. exceeding adequate level for some criteria can compensate for failure (4) in other criteria.

The core subject that are graded in the final assessment of basic education are mother tongue and literature, second national language, foreign languages, mathematics, physics, chemistry, biology, geography, health education, religion or ethics, history, social studies, music, art, crafts, physical education, and home economics. The students have been able to study mother tongue and literature according to two syllabi defined in the national core curriculum. Both syllabi completed by the student in mother tongue and literature are assessed in the final assessment.

If a student has been excused from studying a subject included in the basic education syllabus based on a decision referred to in section 18 of the Basic Education Act, the subject will not be assessed.

If a student has changed syllabi for mother tongue and literature, second national language, or foreign languages, the final assessment is made on the syllabus that the student has studied the last. The same procedure is followed, if the student has changed from religion to ethics, or vice versa.

The optional subjects that form an integrated syllabus of at least two weekly lessons per year are graded. Optional subjects involving fewer that two weekly lessons per year, or modules consisting of such syllabi, are assessed verbally. If an optional subject assessed verbally is viewed as specialization studies in a core subject, performance in that optional subject may raise the grade for the core subject in question.

The special mission and emphasis of the school and the final assessment The special educational task of the English School is to provide education that focuses on the Finnish and English languages and the cultures of these language areas. The languages of instruction are Finnish and English. English is being studied as if a mother tongue. The objective of the school is that the students are truly bilingual at the conclusion of their studies. This objective applies to both Finnish and English. In order to achieve this objective, the instruction is carried out in both languages in equal amounts in secondary school. With the exception of foreign language studies, the studies are carried out in Finnish or English respectively, depending on which is more sensible with respect to the content. In terms of the students, it is important that they are able to continue their studies in either Finnish or English after the conclusion of basic education. The final grades for basic education must be given following the national criteria in order to guarantee the equality of the students in all subjects. At the conclusion of basic education, the students’ performance in English is assessed in relation to the national objectives for basic education and the criteria for the final assessment is used to determine the students’ level of competence. This will be assisted by the national exams for 9th graders held each spring.

The basic education certificate include a marking on the instructional languages and emphasis of the school.

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5.6. The certificates and reports and the incorporated markings used in the course of basic education The certificates and reports used in the course of basic education are: 1.

2.

3.

4.

School year report Intermediate report Certificate of resignation Basic education certificate

The school year report The student receives a school year report at the end of the school year. The report includes a note on the student’s study programme and a verbal assessment or a grade describing how the student has met the criteria for each subject during the school year.

Our school uses verbal assessment in the school year reports for grades 1–4. The verbal assessment includes information on whether the student has acceptably completed the studies for each subject in their study programme during the school year.

Grading is used in all subjects in grades 5–9. When grading is used, the report or certificate will also include the assessment scale in accordance with section 10 of the Basic Education Decree.

With the exception of the basic education certificate, the grade can also be accompanied with a verbal assessment and, thus, provide feedback on both performance and progress.

A grade for behaviour is included in the school year reports and potential intermediate reports. If a verbal assessment of behaviour is made, the assessment is provided as an attachment to the report.

The assessment or grade for religion and ethics is marked as “religion/ethics” in the school year reports and potential intermediate reports regardless of which subject the student has studied. The syllabus for religion studied by the student is not marked in the reports. If the student receives instruction in their own religion by the basic education provider, the assessment or grade they receive is entered into the report. A grade potentially received in the instruction provided by a religious community is not marked in the report.

The school year report includes: ● name of the report ● name of the education provider and school ● the student’s name and birthday ● the report’s date of issue ● the signature of the principal or the teacher responsible for the teaching group ● the student’s study programme and the verbal assessments or grades on depicting how the student has met the criteria ● assessment of the behaviour of the student ● the syllabus or syllabi studied by the student for subjects with several syllabi (mother tongue and literature, second national language, and foreign languages) ● promotion to the next grade level or potential retention in the grade 44

●

a marking that the report is in accordance with the national core curriculum approved by the Finnish National Board of Education on 22 Dec 2014.

The reports and certificates of the English School also include the marking that part of the instruction has been carried out in English.

The intermediate report The grades 3–9 students receive an intermediate report at the end of the autumn semester. The intermediate report is issued following the same principles as the school year report, but without the note on the promotion from or retention in the grade.

A separate intermediate report is provided to 9th grade students at request for the application to further studies. The student’s performance is assessed in the intermediate report using the same criteria as in the final assessment. The behaviour of the student is not marked in the intermediate report.

Certificate of resignation Certificate of resignation is be given to a student who has switched to another school or terminates their basic education or has not completed the compulsory education in the allotted time. The certificate of resignation includes the school’s distribution of lesson hours and note on the potential emphases of instruction.

The certificate of resignation is issued following the same principles as the school year report with respect to the use of verbal assessment or grading, the assessment marking of religion and ethics, the language of instruction, and studied syllabi. The behaviour of the student is not marked in the certification of resignation. The certification of resignation is signed by the principal.

The basic education certificate A basic education certificate is issued at the conclusion of basic education to students who have demonstrated acceptable performance with respect to the criteria of the syllabi of the subjects included in their study programmes. For numerical grades, this means a minimum grade of five (5) and “pass” for verbal assessments.

The basic education certificate include the same information as other reports and certificates used in the course of basic education, with the following specifications: ● ● ● ● ●

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the student’s full name and personal identification numbers the principal’s signature the grades (5–10) and verbal assessments (adequate – excellent) for the core subjects and graded optional subjects the completed syllabus or syllabi for subjects with several syllabi (mother tongue and literature, second national language, and foreign languages) the marking that the student’s study programme has included guidance counselling and a period of work experience.

An assessment of the student’s behaviour is not included in the basic education certificate.

The basic education certificate of the English School includes the marking that part of the instruction has been carried out in English.

The optional subjects that form an integrated syllabus of at least two weekly lessons per year are graded. For graded optional subjects, the subject’s name, amount of weekly lessons per year, and the grade given is included in the certificate. All optional subjects connected to the core subjects are marked in the basic education certificate immediately below the core subject in question.

Optional subjects involving fewer that two weekly lessons per year, or modules consisting of such syllabi, are assessed verbally. The marking “optional studies” is entered next to the name of the optional subject receiving verbal assessment and followed by the total number of weekly lessons per year for all verbally assessed subjects that are connected to the core subject in question and the marking “pass”.

Those foreign languages studied as optional subjects and other optional studies that have no connection to any core subject are marked in the basic education certificate under the heading “Other optional subjects”. The subject’s name, number of weekly lessons per year, potential syllabus, and assessment by grade or the verbal assessment “pass” is included.

If a student transfers from one optional subject to another within the school or in connection to transitioning between schools, the names of both optional subjects are entered into the basic education certificate. The optional subject left uncompleted is graded, if the student has completed a unit of at least two weekly lessons per year in the subject. If the unit is less than two weekly lessons per year, the marking “attended” is entered next to the subject. The number of lessons completed in the uncompleted optional subject are also included in the certificate. The new optional subject is assessed either by a grade or the verbal assessment “pass”, depending on the scope of the subject in question as determined by the school’s curriculum, and the subject’s number of weekly lessons per year in accordance with the curriculum is marked in the certificate.

If a student’s guardian makes a request in writing that the student’s grade for an optional foreign language be not included in the basic education certificate, the grade in question is excluded from the certificate and marked as “pass”. However, the second national language is taught as a core subject and, therefore, will be graded.

The grade for religion and ethics is be marked as “religion/ethics” in the basic education certificate regardless of which subject the student has studied. The syllabus for religion studied by the student is not be marked in the certificate. If the student receives instruction in their own religion by the basic education provider, the assessment or grade they receive is entered into the certificate. A grade potentially received in the instruction provided by a religious community is not marked in the certificate.

The basic education certificate may include attachments, such as an assessment of the student’s behaviour and work skills, or a verbal assessment of the optional subjects that involve fewer than two weekly lessons per year. Each attachment will include the student’s identification information.

Attachments to the basic education certificate are not marked in the certificate.

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If a student has completed the entire syllabus for basic education by means of a special examination, the student is given a certificate for the completion of the basic education syllabus.

These certificates include the same general information as the basic education certificate. The subject’s name, syllabus, and the grade received are included. The scope of the core subjects in weekly lessons per year is not included.

A student subject to compulsory education must complete all core subjects acceptably in order to receive a certificate for the completion of the basic education syllabus.

6.Support for learning and schooling This chapter describes the support provided by the school for learning and schooling. This chapter examines the transitions between pre-primary and primary schools, primary and secondary school, and secondary and upper secondary school. The support is mainly implemented in accordance with the three-phase support model, with the exception of special needs support, which is due to the language-oriented curriculum of the school. This chapter also describes the responsibilities regarding the drafting and updating of the school’s pedagogical documents. Support for learning and schooling is also offered when a new student joins a class or when a student requiring remedial teaching and intensified support transfers into another school. When discussing transition phases in this text, the term responsible teacher refers to the class teacher or homeroom teacher depending on the grade level.

6.1 The principles guiding the organization of support The guiding principle for the implementation of the support for students is that each student is entitled to succeed in learning, develop as a learner, and grow and be educated as a human being from their own premises and as part of a community. The support for learning and schooling consists of general, intensified, and special-needs support. The planning of the support requires close cooperation with the guardian. The student also participates in handling matters concerning themselves in a manner appropriate for their age. The support the student receives is flexible, persistently planned, and adaptable as needed. The student receive support as long as needed, in the level and form necessary, and as soon as the need for support arises. The student or the guardians cannot refuse the reception of the support pursuant to the Basic Education Act. The strengths of each student and teaching group and their learning and developmental needs set the premises for the organization of support. Special attention is paid to accessibility and the prevention and early detection of learning difficulties. The implementation of the support for learning and schooling requires solutions that relate to the community and the learning environment and the consideration of the individual needs of the students. The assessment of the need for support first examines the prevailing practices, instructional arrangements, and learning environments and investigates their suitability for the student. Based on this investigation, an assessment is made whether any changes to these factors would result in more appropriate pedagogical solutions for the student. The planning of the instruction and the support must take 47

into account that the need for support can fluctuate from part-time to full-time support, low to high level of support, or from one support mode to several support modes.

The purpose of the support is to prevent the diversification and escalation of the problems and their long-term effects. The task of the school is to ensure that the student obtains experiences of success in learning and in operating as a members of a group. The objective is to promote the student’s positive attitude toward themselves and school work. Pedagogical expertise and the multidisciplinary cooperation between teachers and other support professionals is essential for the recognition, assessment, planning, and implementation of support. The professionals participating in the cooperation will be considered case-specifically.

The student will receive support primarily in their own class and school through various flexible arrangements, unless it is more beneficial to the student to transfer to another teaching group or school to receive support.

In order to ensure the continuation of the needed support, special attention should be paid to the student’s transitioning from pre-primary to basic education and basic education to upper secondary level or their transfer to another school during basic education. The cooperation between preprimary and basic education is described as the path of growth and learning in pre-primary education. Guidance and open cooperation with the student and the guardians is emphasised in the transfer of information between basic education and upper secondary level.

6.2 Support for learning and schooling in transition phases In the spring preceding the 1st grade, the ensuing 1st grade teachers and the pre-primary teachers have a transition meeting at the school. The meeting is attended by a representative of pre-primary education, the principal or assistant principal, the special needs teacher of the primary school, the ensuing class teacher, and potentially the school psychologist. Other parties may also be invited to the meeting, if necessary. All the 1 st grade students are reviewed in the meeting. A written permission for this information transfer has been acquired from the guardians. The transition meeting for 6th and 7th grade is held in the spring of 6 th grade. This internal meeting is attended by the principal, the class teacher, the ensuing homeroom teacher, and the special needs teacher.

The school psychologist, school social worker, and school nurse are also invited to attend, if necessary. In addition to the transition meetings concerning the whole class, a meeting concerning an individual student can also be arranged. For example, if a student transitioning to secondary school has had major problems in mathematics, the ensuing maths teachers may be invited to attend the transition meeting in addition to the aforementioned persons. The responsible teacher invites the guardians to an individual meeting only when it’s necessary. When a teacher responsible for a class in the English School is assigned a new class to teach or a new student enters their class either in the transition between grades in primary school or in the transition between primary and secondary schools, the teacher makes sure that the support received by the students continues seamlessly after the transition phase. Before the teachers start to work with the new class, they acquaint themselves with the pedagogical documents concerning their new class in Wilma. If the responsible teacher is not able to access the documents of their upcoming students, they will contact the principal, who will grant them the authority to access the documents.

The responsible teacher will ask for guardians’ consent for the transfer of information. However, information that is indispensable for the organization of instruction can always be transferred even without the guardians’ consent. When a student who needs special needs support transfers to 48

another school, a transition meeting is held with the new school, if necessary. When a student receiving special needs supports transfers to a regular or a special class in another school, a transition meeting is always organized, unless there is an apparent obstacle for it. This transition meeting is attended by the special needs teacher of from student’s old school, a representative of the student’s new school (special class teacher, part-time special needs teachers, principal), the transferring student, and their guardians. Other parties may also be invited to attend the transition meeting, if needed. The student’s old school is responsible for inviting the student and their guardians to attend the meeting.

6.3 Guidance during the support for learning and schooling The duty of every teacher is to guide the students who need support in their schooling and study of various subjects. Guidance relates to all instructional situations, subjects, and assessment feedback provided to the student. The objectives of guidance is to promote the self-esteem, the self-assessment skills, and the learning-to-learn abilities of the student. Guidance pays attention to the support potentially needed by the student in the management of daily life, the ability to plan their studies and general study skills, and in cooperative situations. These skills are purposefully supported through appropriate guidance practices. The aim of guidance is that the students Iearn to set goals for their learning and take responsibility for their own studies.

The perspective of guidance is taken into account in the assessment of the student’s need for intensified and special-needs support. The adequacy and impact of the guidance previously received by the student and the student’s need for guidance in the future are assessed as part of the pedagogical assessment or report. The objectives and measures related to guidance will be entered into the learning plan.

The planning of directive support is carried out in close cooperation with the student and their guardians, and the expertise of the student welfare services and the staff potentially assisting the student is utilized.

The guidance at the conclusion of basic education focuses on helping the student find suitable possibilities for further studies and investigates the continuation of the support needed by the student in the upper secondary level. The student who needs support and their guardians can meet with the guidance counsellor and various other experts of student welfare to discuss and gain information on the special issues related to the student’s further studies.

With respect to the updating and drafting of pedagogical documents, the English School has the following protocol: After the transition meeting has been held and the responsible teacher has familiarized themselves with the documents, the responsible teacher gives instructions on the support measures needed by students to the teachers of the students in question and collects information on the students’ progress directly from their teachers via a Wilma message. The responsible teacher records the learning plans of the students, and the plans are updated at the beginning of each school year.

6.4 Cooperation between the school and homes during the support The cooperation between the students’ homes and the school is particularly important, when the student has the need for support. Cooperation practices and operational models are developed 49

throughout basic education and particularly in the transition points of education. Collaboration with the guardians emphasizes confidentiality. The guardians are provided information on the provisions and regulations relating to the various forms of support and their application in the daily school life, for example, with respect to the the processing of matters concerning their child, and the acquisition, release, and confidentiality of information. The school’s faculty will contact the student’s guardians as soon as they detect problems in the student’s learning or schooling or the well-being of the student is at risk.

The students and the guardians are provided information on the possibilities of receiving support, the various forms and levels of support, and the support forms that are available to the student at the time. The assessment of the student’s progress and need for support and the planning of the needed support is part of the regular cooperation between the guardians and the school. The aim is to operate in mutual understanding with the child and the guardians. The guardians are encouraged on their part to support the purposeful learning and schooling of their child.

Three-phase support General support General support is the promotion of the learning and well-being of all students. General support is the first measure that is used to answer a student’s need for support. Generally this means single support measures that aim at early intervention. The initiation of support does not require special investigations or decisions. Effective, functional, and high-quality basic education enables the learning and growth of all students. The instruction takes into account the needs of the groups and the individual student. The creation and promotion of an interactive atmosphere in the school community is essential. The students can feel that they are met and heard and they can participate in the establishment and development of the operational culture and environment of the school.

The students’ self-esteem, study motivation, and prospects to feel joy in learning and success are supported. The students’ agency and responsibility for their studies is also promoted.

The assessment of the need for support and the provision of the necessary support belong to all educational and instructional situations. The support is organized in cooperation with all teachers and other faculty members as soon as the need arises. The school works in close collaboration with the student and the guardians. All support modes used in basic education can be employed, with the exception of special needs education provided on the basis of a decision on special support and the individualization of the syllabus of the subject. The student’s need for support is primarily reacted with the development of the learning environments, flexible instructional arrangements, and guidance.

A learning plan can be used as a part of general support. The learning plan will include the same elements as the learning plan for intensified support, where appropriate. The instruction of the student can also be arranged independent of grade levels. If the instruction is arranged independent of grade levels, the learning plan of the student will include the study modules according to which the instruction progresses. The studies of an advanced student can be deepened and expanded through the use of a study plan.

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In the English School, the responsibility for the drafting and updating of a student’s learning plan is on the responsible class teacher, with each subject teacher handling the section for their subject in the learning plan. The duty of the responsible teacher is to make sure that the learning plans are updated in time and the teachers are aware of the update schedule. The learning plan is drawn social worker, the school psychologist, the school nurse, and potential other parties outside the school (e.g. child welfare, specialised health care). The special needs teacher working with the class participates in the drafting and updating of the learning plan upon request.

6.5 Intensified support Intensified support is based on the needs of the students, it has been planned, and it is preventive in nature. Intensified support is provided to the student as long as it is needed. Its impact is assessed regularly. The purpose of intensified support is to prevent the multiplication, diversification, and accumulation of the student’s problems. The students’ self-esteem, study motivation, and prospects to feel joy in learning and success are supported. The students’ agency and responsibility for their studies is also promoted.

The student receives intensified support, when they need regular support in their learning or schooling and several forms of support simultaneously and systematically. Intensified support is based on a pedagogical assessment that is processed in multiprofessional collaboration in the school. During intensified support, all common instructional arrangements and support modes used in basic education can be employed, with the exceptions of full-time special needs education provided on the basis of a decision on special support and the individualization of the syllabus of the subject. The primary and most significant support measure is the adaptation of the learning environment. The teacher records the planned forms of support in the learning plan, which describes the intensified support that is provided on the basis of the pedagogical assessment. The instruction of the student can also be arranged independent of grade levels. If the instruction is arranged independent of grade levels, the learning plan of the student will include the study modules according to which the instruction progresses.

The participation of the student and the guardians is promoted and emphasized in the planning, implementation, and assessment of the intensified support. The role of student welfare in the promotion and maintenance of the student’s well-being is reinforced. The work of the student welfare professionals emphasizes the communal support of student welfare available to everyone.

The student is entitled to receive individual student welfare services.

Pedagogical assessment The initiation of intensified support is based on a pedagogical assessment. The pedagogical assessment describes the conditions related to the learning and schooling of the student as a whole from the perspective of the school, the student, and the guardians: ● the general support received by the student, and an assessment of the impact of the various forms of support ● the strengths and interests of the student, the student’s learning abilities, and their special needs with respect to learning and schooling

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●

●

the school’s assessment on the support arrangements that relate to pedagogy, the learning environment, or student welfare, or other arrangements that the student can be supported with the school’s assessment of the need for intensified support

The pedagogical assessment is drawn up by the student’s teacher or teachers collectively. Other experts may also participate as necessary. Collaboration with the student and their guardians is important for the investigation of the student’s need for support and the planning and successful implementation of the support. Therefore, the student and the guardians are involved in the drafting of the pedagogical assessment. The drafting of the pedagogical assessment makes use of the learning plan that has potentially been drawn up as part of general support. The student’s rehabilitation plan can also be utilised with the consent of the guardians.

The initiation and organization of intensified support and the assessment of the need thereof is processed based on the pedagogical assessment in multiprofessional collaboration with the student welfare staff. This procedure is recorded in the pedagogical assessment. If a decision on the intensification of support is made, the intensified support is planned and recorded in the learning plan for intensified support drawn up for the student. A decision may also be made that the general support is sufficient for the student.

In the English School, the special needs teacher working with the student is responsible for the drawing up of the pedagogical assessments. The special needs teacher drafts the assessments in collaboration with the responsible class teacher.

Learning plan during intensified support The learning plan is a plan regarding the studying and learning of a student with the purpose of supporting their growth and development. A learning plan is drawn up as soon as an agreement on the commencement of intensified support has been reached, and it is revised according to need and at least once per school year. The learning plan includes the objectives of student’s learning and schooling, the necessary instructional arrangements, and the support and guidance needed by the student. The plan provides the foundations for the assessment of the student’s progress.

The learning plan is based on the information provided in the pedagogical assessment, the learning plan that has potentially been drawn up during pre-primary education or as part of general support, and the potential rehabilitation plan of the student. The objective of the learning plan is to guarantee that the student has the preconditions to progress in their studies. The teachers draft the learning plan in cooperation with the student and the guardians. Others experts may also participate in the drafting of the plan. The student participates in the drafting of the learning plan in accordance with their abilities. The learning plan is a practical tool used by the teachers in the planning of their work. In connection to the drafting of the learning plan, the monitoring of the implementation of the objectives and the revision schedule of the plan are also arranged.

In the English School, the responsible class teacher is responsible for the drafting and updating of a student’s learning plan for intensified support, with each subject teacher handling the section for their subject in the learning plan. The duty of the responsible teacher is to make sure that the learning plans are updated in time and the teachers are aware of the update schedule. The learning plan is drawn up and updated in multiprofessional collaboration, consulting the school social worker, the school psychologist, the school nurse, and potential other parties outside the 52

school (e.g. child welfare, specialised health care) as necessary. The special needs teacher working with the class participates in the drafting and updating of the learning plan upon request.

6.6 Special support The student will receive special support, when the objectives of their growth, development, or learning will otherwise not be adequately fulfilled or when intensified support is not sufficient.

Special support includes the special needs education that is based on a decision on special support and other support forms used in basic education. The decision on special support and its amendments always require the drafting of a pedagogical report. The English School Foundation as a provider of private instruction does not make decisions on special support. The municipality of the student’s residency makes the decision on the special support to be organized to the student at the proposal of the education provider.

6.7 Forms of support provided for in the Basic Education Act Remedial teaching A student who has temporarily fallen behind in studies or otherwise needs short-term support in learning is entitled to remedial teaching. Remedial teaching is generally based on an assessment made by the teacher on the learning of the student and their potential need for support, but the student or their guardians can also propose the need for remedial teaching. Remedial teaching should be arranged in mutual understanding with the student and the guardians. They need to be provided information on the implementation methods of the remedial teaching and its importance to learning and schooling, and on the student’s responsibility to participate in the remedial teaching organized for them.

A student is entitled to receive remedial teaching as soon as the need arises. The school work will be planned in such a way that the students can take part in it as often and extensively as is necessary. Remedial teaching can prevent the student from falling irretrievably behind in their studies.

The objective of remedial teaching is to strengthen the acquisition of the basic skills and objectives, prevent the formation of learning difficulties, support the learning-to-learn skills, and reinforce the student’s positive self-image as a learner.

Remedial teaching can be organized, for instance, as simultaneous teaching during the lessons, in small groups, or as individual instruction during or outside the lessons. Various flexible groupings can be used to organize remedial teaching during the lessons. The remedial teaching uses a variety of methods and materials, while taking into account the individual needs of the student.

Remedial teaching can be provided on all levels of support. The adequacy and impact of the remedial teaching previously received by the student and the student’s need for remedial teaching in the future are assessed as part of the pedagogical assessment. The objectives and implementation of the remedial teaching will also be recorded in the learning plan.

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In the English School, remedial teaching is primarily given by the class teachers and subject teachers.

Part-time special needs education Part-time special needs education is provided as part of general and intensified support. It is meant for students who have difficulties in a single subject, focus, social skills, study skills, or schooling.

The objective of part-time special needs education is to strengthen the student’s learning abilities and to prevent difficulties in learning and schooling. Part-time special needs education is arranged as simultaneous teaching during lessons, in small groups, or as individual instruction. The focus of the part-time special needs education is based on the needs of the group or the individual in a manner that is pedagogically appropriate. The objectives and contents of part-time special needs education will be articulated with the other instruction received by the student. The objectives and contents also support the development of the student’s learning abilities, learning-to-learn skills, and positive strategies. The instruction uses a variety of working approaches and procedures, while taking into account the needs of the group and the individual. The instruction is planned and assessed in cooperation with the teachers and, if necessary, the persons responsible for the student welfare services.

Part-time special needs education should be arranged in mutual understanding with the student and the guardians. They need to be provided information on the implementation methods of the education and its importance to learning and schooling, and on the student’s responsibility to participate in the education.

The adequacy and impact of the part-time special needs education previously received by the student and the student’s need for part-time special needs education in the future are assessed as part of the pedagogical assessment. The objectives and implementation of the part-time special needs education will also be entered in the learning plan.up and updated in multiprofessional collaboration, consulting the special needs teacher, the school

6.8 Pre-primary education Support for the growth and learning of a child The core curriculum for pre-primary education calls the support for learning and schooling in accordance to the Basic Education Act, in the terms better suited to pre-primary education, the support for growth and learning. The support for growth and learning and student welfare constitute an coherent whole.

The guiding principles for the organization of support The children participating in pre-primary education are within the scope of the support for growth and learning pursuant to the Basic Education Act. According to the Act, children are entitled to receive adequate support as soon as the need arises. The levels of support provided in the English School are general and intensified support. The support the child receives is flexible, persistently planned, and adapts according to need. The student will receive support as long as needed, in the

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level and form necessary. The purpose of the early detection and the support for growth and learning is to prevent learning difficulties and the diversification and escalation of problems.

The strengths of each child and child group and their learning and developmental needs set the premises for the organization of support. The task of the pre-primary education is to ensure that the children obtain experiences of success in learning and in operating as members of a group.

The objective is to promote the children’s positive attitude toward themselves and school work.

Comprehensive feedback and information gathered on the children’s learning is used systematically to encourage and guide the children. Thus, progress in learning is made visible to the children.

Growth and learning are supported by finding solutions that relate to the community and the learning environment and by considering the individual needs of the children. Special attention is paid to accessibility and the prevention and early detection of learning difficulties. The multiprofessional collaboration between the teachers and other pre-primary education staff is important for the recognition of a child’s need for support and the planning and implementation of this support. The professionals participating in the cooperation are be considered case-specifically.

The basic principle is that the need for support is assessed and the related choices and decisions pursuant to the Basic Education Act are made as soon as possible after the commencement of pre-primary education. The children’s well-being and learning continuum is ensured through the collaboration between pre-primary education, the early childhood education previously received by the child, the child health clinic, and the guardians. Information on the potential support measures received by the child prior to pre-primary education are utilised in the pre-primary education.

The assessment of the need for support first examines the prevailing practices, instructional arrangements, and learning environments and investigates their suitability for the child. Based on this investigation, an assessment is made whether any changes to these factors would result in more appropriate pedagogical solutions for the child. The child will primarily receive support in their own pre-primary education group through various flexible arrangements. If the child uses other early childhood education services, the staff of pre-primary education and other early childhood education cooperate in the matters regarding the support of the growth and learning of the child. It is important that information on the child’s need for support and support received by the child during pre-primary education is transferred to basic education. The instruction providers are responsible for the establishment and development of smooth information transfer practices.

Cooperation with the guardians during support Instruction and education must be provided in cooperation with the guardians in such a way, that the child receives instruction, guidance, and support in accordance with their developmental phase and needs. All guardians should be informed of the opportunities for support and the principles of support. The children participate in the cooperation in a manner that is appropriate and suitable to them.

It is crucial that the pre-primary education staff contact the guardians as soon as they detect problems in the child’s development or learning or the well-being of the child is at risk. The guardians are given enough information, for instance, on the processing of the matters concerning their child, and the acquisition, release, and confidentiality of information. The guardians are 55

encouraged on their part to support their child in fulfilling the objectives. The aim is to operate in mutual understanding with the child and the guardians. The guardians should be made aware that they or the child cannot refuse to receive the support for growth and learning and that their permission is not required for the assessment of the need for support and the planning of the support. The child may also need individual support from the student welfare. This is optional and requires the guardian’s consent.

Three-phase support General support High-quality pre-primary education forms the foundations of the growth, learning, and well-being of children. Difficulties are prevented through the use of a variety of working approaches and pedagogical procedures, flexible group changes, and collaboration between the teachers ad other faculty. The instruction takes into account the needs of the groups and the individual child. General support is the first measure that is used to answer a child’s need for support. Generally this means single support measures that aim at early intervention. General support is provided as soon as the need arises, and the initiation of support does not require special investigations or decisions.

The assessment of the need for support and the provision of the necessary support belong to all educational and instructional situations. The support is organized in cooperation with the preprimary education teachers and other faculty. The school works in close collaboration with the child and the guardians. During general support, the child’s need for support is answered, for instance, with the use of materials and tools suitable for the child’s individual needs, study programmes suitable for pre-primary education, and part-time special needs education. A learning plan can be utilized during general support.

Intensified support A child who needs regular support or several forms of support simultaneously is provided intensified support on the basis of a pedagogical assessment and in accordance with a learning plan drawn up for them. Intensified support is provided to the child when general support is not sufficient, and it is continued for as long as it is necessary. The intensified support of the child is planned as a coherent whole. It is more intense and persistent in nature than general support. The child usually requires several different forms of support. During intensified support, all support modes used in pre-primary education can be employed, with the exception of special needs education that is provided based on a decision on special support. The support is organized in cooperation with the teachers and other faculty. The teacher provides the child and the guardians feedback on the child’s progress and takes into account their perspectives in the matter. The teacher monitors the learning and well-being of the child regularly and in cooperation with the guardians during intensified support. If an assessment is made that the child’s need for support has changed or the provided support is not benefiting the child, the learning plan is updated to correspond to the new circumstances.

Pedagogical assessment The initiation of intensified support is based on a pedagogical assessment. The pedagogical assessment includes: 56

● ● ● ●

●

the learning and schooling situation of the child as a whole from the perspective of the faculty, the guardian, and the child the general support received by the child, and an assessment on the impact of the various forms of support the interests of the child, the child’s strengths with respect to growth and learning, their learning abilities, and special needs an assessment on the support arrangements that relate to pedagogy, the learning environment, guidance, or student welfare, or other arrangements that the student can be supported with an assessment on the need for intensified support.

Cooperation with the child and the guardian is important for the investigation of the needs of the child and the planning and successful implementation of support. The pedagogical assessment is drawn up by the student’s teacher or teachers. Other experts may also be utilised as necessary. If the child has a early childhood education plan, a rehabilitation plan, or other plans supporting the implementation of pre-primary education, they are made use of with the permission of the guardian. The initiation, organization, and potential return to general support are processed in multiprofessional cooperation with the student welfare professionals on the basis of a pedagogical assessment. This does not require permission from the guardian. The information related to the processing is be recorded in a manner decided by the instruction provider, for example, in writing in the pedagogical assessment.

Learning plan during intensified support The support arranged for a child during intensified support is entered into the learning plan of the child. The learning plan is a plan that is based on the accepted curriculum and includes the objectives for the growth and learning of the child, the necessary instructional arrangements, and the support and guidance needed by the child.

The objective is to make sure that the child has the necessary preconditions to achieve the goals set for them. The learning plan that is drawn up for intensified support is based on the information collected for the pedagogical assessment. The learning plan is drafted in collaboration with the child and the guardian, unless there is an apparent obstacle for it. Other experts may also participate in the drafting of the plan, if necessary. If the child has an early childhood education plan, a rehabilitation plan, or other plans supporting the implementation of pre-primary education, they are made use of with the permission of the guardian. In connection to the drafting of the learning plan, the monitoring of the implementation of the objectives and the revision schedule of the plan are also arranged. The learning plan will be updated to correspond the need for support whenever the child’s circumstances change. The learning plan that is drafted for intensified support must include the following information, as required for the arrangement of the pre-primary education or support for the child: The objectives related to the well-being, growth, and learning of the child ● the child’s perspective on their goals and interests ● the strengths, learning abilities, and special needs of the child with respect to growth and learning ● the objectives related to the learning, work, and interactive skills of the child

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Pedagogical solutions ● learning environment related solutions ● solutions related to the support of the child, such as flexible grouping, simultaneous instruction, and teaching methods, work practices, and communication methods ● part-time special needs education provided to the child ● the objectives and measures related to the guidance of the child The cooperation and services required by the support ● the support provided by student welfare and other experts, and the distribution of responsibilities between the various parties ● the interpretation and assistant services, other instructional services, and special tools pursuant to the Basic Education Act necessary for the child’s participation in pre-primary education and the distributions of responsibilities between the various parties ● implementation of the cooperation with the child and the guardian, the support provided by the guardian ● the child’s potential participation in other early childhood education and a description of the collaboration with the education provided The monitoring and assessment of the support ● the monitoring of the implementation of the objectives of the learning plan, the assessment of the effectiveness of the measures, and the assessment schedule ● the review of the learning plan and the schedule of the review ● the people who have participated in the drafting of the plan ● The learning plan does not describe the personal characteristics of the child.

Support forms provided for in the Basic Education Act Part-time special needs education A child who has difficulties in learning or schooling is entitled to part-time special needs education alongside other pre-primary education. Part-time special needs education is provided to children who, for example, have difficulties related to linguistic, mathematical, or motoric skills, difficulties with their executive functions, focusing, or interactive skills. The objective of part-time special needs education is to strengthen the child’s learning abilities and to prevent difficulties in development and learning. Part-time special needs support is provided in the levels of general and intensified support.

Part-time special needs education is organized as simultaneous teaching during lessons, in a small group, or as individual instruction through flexible arrangements. Information on the implementation methods of part-time special needs education in pre-primary education is provided to all guardians.

The planning of its implementation and the assessment of its need and impact is carried out in collaboration between the teachers as well as with the child and their guardians. The objectives and contents of part-time special needs education will be articulated with the other instruction received by the child.

The services and special tools needed by the child to participate in the instruction

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The child is entitled to receive the interpretation and assistant services, other instructional services, and the special tools necessary for their participation in the instruction free of charge in all levels of support. The objective is to guarantee the child the basic preconditions for growth and learning, accessibility, and the opportunity to interact in all learning environments.

The services or tools needed by a child receiving intensified support are assessed in the pedagogical assessment. The services or special tools needed by a child receiving special needs support are assessed in the pedagogical report and decided on in the decision on special needs support, which is be made by the municipality of the child’s residence at the request of the education provider. An administrative decision is made on the services and special tools needed by a child receiving general or intensified support. The use of the services and tools is described in the learning plan.

7.Student welfare As young people’s living environment and the school’s operational environment change, student welfare has become an even more important part of the basic operations of the school. Student welfare is closely tied to the school’s educational and instructional mission. The child’s best interests is the top priority in student welfare.

The students are entitled to such free student welfare that is necessary for their participation in instruction. Student welfare promotes and maintains good learning, good mental and physical health, social well-being, and such operations that increase the preconditions thereof in the school community. Student welfare is primarily preventive in nature, and the communal student welfare supports the entire school community. The students also have the statutory right to individual student welfare. Multiprofessional cooperation is of central importance in student welfare. Student welfare is guided by confidentiality, the respectful attitude toward the student and their guardians, and the support for their involvement.

7.1 Multiprofessional cooperation in student welfare Student welfare is organized in multiprofessional cooperation between the English School and the social and health services of the city in such a way that they constitute a functional and coherent whole. Student welfare is the duty of all faculty members who work in the school community and are responsible for student welfare services. The school faculty has the primary responsibility for the well-being of the school community. Student welfare at our school includes the services of the psychologist, the school social worker, and the school health care. These experts operate in collaboration with individuals and the community. The school social worker and the psychologist at the English School are provided by the educational services of the city of Helsinki, and the personnel operate in the various locations of the school on different days being thus accessible to their customers.

Student welfare is carried out and solutions are explored in cooperation with the student and their guardians, taking into account the student’s age and abilities. The school collaborates with other parties as needed. The services will be provided within the time period required by the law.

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Students and guardians are given information on the available student welfare services and they are guided to seek out the services they need. The involvement of students and guardians in student welfare, the systematic cooperation, and the information provided on student welfare increases the community’s knowledge and enables the community members to use the services in time of need. Mutual consultation between personnel from different professional sectors is a central working practice in student welfare.

The objectives, tasks, and implementation principles of student welfare constitute a continuum stretching from pre-primary education to upper secondary school. Interaction between the various school levels is essential when considering the operations of the student welfare services as a whole. Coherent practices in different developmental phases support the health, well-being, and learning of the students. The structures, forms, and practices of the multiprofessional cooperation in student welfare are developed in the school community and with various collaborative parties.

The multisectoral and multiprofessional nature of the student welfare work in schools is presented in the chart below.

Communal student welfare

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Communal student welfare monitors, assesses, and develops the well-being of the school community and the student groups. Thus, even the pedagogical condition of single class can be assessed. Matters pertaining to a single student are handled in individual student welfare. Student welfare also takes care of the healthiness, safety, and accessibility of the school environment. The development of communal practices is carried out in cooperation with the students, the guardians, and other authorities and agents that promote the well-being of young people.

It is important that the children and their guardians are allowed to participate and be heard in student welfare, as it promotes well-being. The duty of the education provider is to increase student involvement. Student welfare creates the preconditions for a sense of solidarity, solicitude, and open interaction. Practices that promote participation also support the prevention and early detection of problems and the organization of the needed support.

Students are entitled to safe learning environments, constituting of physical, mental, and social safety. The school consciously seeks to increase the sense of safety of the students and faculty.

The starting point for the organization of instruction is ensure the safety of students and faculty in all situations. A calm environment promotes work peace. The school rules increase the safety, amenity, and internal order of the school community. The school will draw up an plan for the protection of students from violence, bullying, and harassment.

Taking care of the school building and the teaching facilities and equipment maintains the healthiness and safety of the environment. The safety guidelines drawn up for the instruction of the various subjects are complied with. The safety of the students’ learning environment during their period of work experience is guaranteed. The healthiness and safety of the school environment and the well-being of the school community is promoted and monitored constantly. Practices that promote safety also apply to the prevention of accidents and the security of information systems.

7.2 Individual student welfare Individual student welfare refers to the multiprofessional work regarding an individual student, the school health services provided to the students, and the services of the psychologist and school social worker of the student welfare. The physical examinations and other periodic examinations that are executed through the school health services are part of the individual student welfare. The summaries collected in the individual student welfare provide information also for the implementation of the communal student welfare.

The objective of individual student welfare is to monitor and promote the comprehensive development, health, well-being, and learning of the students. Ensuring early support and preventing problems is important in individual student welfare. The individual abilities, resources, and needs of the students are taken into account in the planning of the student welfare support and the school work. The student’s involvement, personal wishes, and opinions are important. The student’s age, developmental phase, and other personal aspects are taken into account.

Interaction is open, respectful, and confidential. The student needs to feel that they have been heard. This is promoted by creating an unhurried experience for the student. The provisions on the release and non-disclosure of information apply to student welfare work.

The decision to handle the student’s affairs in an expert group set up to support the student and the choice of the members of the group are based on the consent of the student and, as needed, 61

the guardian. Other collaborative parties of student welfare or members of the student’s family may participate in the handling of the matter through an individualized written approval from the student or the guardian. The group members are also entitled to ask for advice on matters regarding the student from any other experts they deem necessary. The multiprofessional work related to intensified and special needs support is described in more detail in the support measures of learning and schooling.

The expert group will draw up a student welfare report on the handling of matters regarding the individual student. The person in charge of the group will record the information necessary for the organization and implementation of individual student welfare in the student welfare report. Other member of the expert group may also make entries in the report. The report will be drawn up in a continuous format in chronological order. The report will include the following information: ●

● ● ● ● ● ● ●

The name, personal identification number, place of residence, and contact information of the individual student, and the name and contact information of the guardian or other representative of an underage student Date and author of the entry, the author’s occupational status or position The persons attending the meeting and their occupational status or positions Matter at hand and the name of the initiator Measures executed in the investigation of the student’s conditions, such as assessments, examinations, and reports, The implemented measures, such as cooperation between various parties and prior and current support measures Information on the handling of the matter in the meeting of the group, decision that have been made, and their implementation plan, and The parties responsible for the implementation and monitoring.

If a third party is given information included in the student welfare report, the document must include to whom, what, and why the information was given.

The student welfare reports and other documents drawn up or acquired in student welfare work regarding an individual student are stored in the school welfare register, and the information that concerns an individual student or other private person is confidential.

The staff and psychologists of the school health services will make the entries in patient records and other patient documents of the individual student welfare work. The social workers of student welfare will enter the customer information in the customer report of the social worker.

The parties involved in the organization and implementation of a student’s individual student welfare have the right, notwithstanding the secrecy obligation, to obtain from and release to one another and to the authorities responsible for student welfare such information that is indispensable for the organization and implementation of a student’s individual student welfare.

They also have the right to obtain from and release to one another and to the teacher, the principal, and the education provider the information indispensable for the appropriate organization of the student’s instruction. The releaser of information must consider, for example, whether the information in question is indispensable for the insurance of safety of the student or other students.

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The released information may concern, for instance, such illness of the student that needs to be taken into account in instructional situations. Even if the release of information were legally justified, the consent of the student or the guardian on the release of confidential information should first be sought in order to guarantee cooperation and trust.

If the student transfers into the instruction of another education provider, the previous education provider must ask the student’s or their guardian’s consent for the transfer of such confidential information that is essential for the continuation of the student welfare to the new education provider. However, such information that is indispensable for the organization of instruction should be released to the provider of basic education, general upper secondary education, or vocational education without delay notwithstanding the secrecy obligation. The information in question may also be released at the request of the new provider of education or training.

7.3 School welfare plan The English School follows a school-specific school welfare plan that is drawn up for the implementation, assessment, and development of student welfare. The plan is drafted in collaboration with the school’s faculty, students, and their guardians. The plan is reviewed periodically.

A decision on the practices that are used to familiarize the school’s faculty, students, guardians, and, where necessary, collaborative partners with the school welfare plan is made on during the drafting of the plan. A decision on how the aforementioned parties are informed of the plan is also be made at this time.

7.4 Pre-primary education Student welfare The national core curriculum for pre-primary education uses the following terms instead of the concepts of the Student Welfare Act (1287/2013; oppilas- ja opiskelijahuoltolaki): ‘student welfare’ for ‘student welfare in pre-primary education’, ‘child’ for ‘student’, ‘pre-primary education unit’ or ‘pre-school’ for ‘educational institution’. The education provider is referred to as ‘instruction provider’.

As children’s developmental environment and the operational environment of pre-primary education changes, student welfare has become an even more important part of the basic operations of pre-primary education. Student welfare is closely tied to pre-primary education’s duty to promote the preconditions for children’s growth, development, and learning. The child’s best interest is the guiding principle in student welfare. Children are entitled to such free student welfare that is necessary for their participation in instruction. Student welfare also applies to children in extended compulsory education. Student welfare promotes and maintains good learning, good mental and physical health, social well-being, and such operations that increase the preconditions thereof in the pre-school community. Student welfare is primarily preventive in nature, and the communal student welfare supports the entire pre-school community. The students also have the statutory right to individual student welfare. Multiprofessional cooperation is of central importance

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in student welfare. Student welfare is guided by confidentiality, the respectful attitude toward the student and their guardians, and the support for their involvement.

Multiprofessional cooperation in student welfare Student welfare is organized in multiprofessional cooperation between the English School and the the social and health services of the city in such a way that they constitute a functional and coherent whole. Student welfare is carried out in cooperation with the child and their guardian, taking into account the child’s age and abilities. When causes for concern for the well-being of the pre-school community or the children are observed, the student welfare services seek solutions in collaboration with the guardians.

Student welfare in pre-primary education is the duty of all faculty members who work in the preschool community and are responsible for student welfare services. The pre-school faculty has the primary responsibility for the well-being of the pre-school community. Student welfare at the school includes the services of the psychologist, the school social worker, and the school health care, which is organized as child health clinic services pursuant to the Health Care Act for the first-year pre-school students. Second-year pre-school students use the services of the school nurse. The duties of these experts relate to children, the living environments of children, and collaboration.

The services are provided in an easily accessible way and within the time period required by the law. Students and guardians are given information on the available student welfare services and they are guided to seek out the services they need. The involvement of students and guardians in student welfare, the systematic cooperation, and the information provided on student welfare increase the community’s knowledge and enables the community members to use the services in time of need. Mutual consultation between personnel from different professional sectors is a central working method in student welfare. The objectives, tasks, and implementation principles of student welfare constitute a continuum stretching from pre-primary education to upper secondary school. Interaction between pre-primary and other early childhood education and basic education is essential when considering the operations of student welfare services. Coherent practices in different developmental phases of support the health, well-being, and learning of the children.

Student welfare groups The instruction provider appoints a steering group for student welfare and the unit-specific student welfare groups. Matters regarding an individual child will be handled by an expert group appointed case-specifically. Each three groups have their own tasks. The group members are selected based on the task of the group. Each student welfare group is multisectoral, which means that in addition to the instructional staff, the group also includes representatives from the health care services for the age group, psychologists, and social workers, as required by the matter at hand.

The steering group for student welfare is responsible for the general planning, development, guidance, and assessment of the school-specific student welfare. The duties of the steering group can also be handled by another group that is suitable for the duties. Two or more instruction providers can have a joint steering group. Several educational structures, such as pre-primary and basic education, can also have a joint steering group.

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The unit-specific student welfare group are responsible for the planning, development, implementation, and assessment of student welfare in pre-primary education. Since pre-primary education at the English School is organized in connection to the school, the school-specific student welfare group also act as the pre-school student welfare group. The group is directed by a representative appointed by the instruction provider. The instruction provider and the parties producing the student welfare services collectively decide on the members, tasks, and practices of the group. The student welfare group are entitled to hear other experts as needed. The central task of the group is to promote the well-being and safety of the community and the implementation and development of other communal student welfare. A group of experts are gathered to investigate the support needs of an individual child or group of children and to organize the student welfare services. The group is appointed by the member of the pre-primary education staff or representative of the student welfare services under whose work duties it belongs. The choice of the members of the multisectoral group is based on case-specific consideration and the matter at hand. The group appoints the person in charge from among its members. Appointing experts as members of the group and involving other cooperative parties or the child’s family members in the work requires the consent of the guardian.

Communal student welfare Student welfare is an import part of the operational culture of pre-primary education. Communal student welfare monitors, assesses, and develops the well-being of the pre-school community and the student groups. Student welfare also takes care of the healthiness, safety, and accessibility of the pre-school environment. The development of communal practices is carried out in cooperation with the early childhood education services, child health clinic services, and other authorities and agents that promote the well-being of children.

It is important in student welfare that the children and their guardians are allowed to participate and be heard, as it promotes well-being. Communal student welfare creates the preconditions for a sense of solidarity, solicitude, and open interaction in pre-primary education. Practices that promote participation also support the prevention and early detection of problems and the organization of the needed support.

Children are entitled to safe learning environments, constituting of physical, mental, and social safety. The starting point for the organization of instruction is to ensure the safety of students and faculty in all situations. A calm environment promotes work peace. The instruction provider will draw up a plan for the protection of children from violence, bullying, and harassment as part of the unit-specific school welfare plan. The teacher or the principal will notify the guardians of the children involved of any harassment, bullying, or violence that has occurred during instruction or on the way to or from there.

Taking care of the school building and the teaching facilities and equipment maintains the healthiness and safety of the environment. Promotion of safety and security also includes factors relating to pre-primary transport, accident prevention, and information security. When pre-primary education is provided at school, the inspections on the healthiness and safety of the school environment and the well-being of the community also take into account pre-primary education.

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Individual student welfare Individual student welfare includes • the health care services provided to the child and that are arranged as child health clinic services pursuant to the Health Care Act • the services of the school psychologist and social worker • multisectoral student welfare concerning individual children.

The objective of individual student welfare is to monitor and promote the learning, well-being, and comprehensive growth, development, and health of children. The student welfare services in preprimary education have an important role in the insurance of early support and prevention of problems. The children’s individual abilities, resources, and needs are taken into account in the implementation of the student welfare support as well as in the daily routines of pre-primary education.

Individual student welfare in pre-primary education is always based on the consent of the guardian.

The implementation of individual student welfare promotes the participation of the child’s guardian and takes into account their opinions. The participation, wishes, and opinions of the child are also taken into account in the measures and solutions concerning the child in accordance with their age, developmental phase, and abilities. Interaction is open, respectful, and confidential. The student welfare work is organized in such a manner that the child will have an unhurried experience of the event and feel that they have been heard. The legal provisions on the release and non-disclosure of information apply to student welfare work. The decision to handle the student’s affairs in an expert group set up to support the student and the choice of the members of the group are based on the consent of the guardian. Other collaborative parties of student welfare or members of the child’s family may participate in the handling of the matter through an individualized written approval from the guardian. The group members are also entitled to ask for advice on matters regarding the child from any other experts they deem necessary. The expert group will draw up a student welfare report on the handling of matters regarding the individual child. The person in charge of the group will record the information necessary for the organization and implementation of individual student welfare in the student welfare report. Other members of the expert group may also make entries in the report. The report will be drawn up in a continuous format in chronological order.

The Student Welfare Act requires that the following are included in the report: • The name, personal identification number, place of residence, and contact information of the individual child, and the name and contact information of the guardian or other legal representative • Date and author of the entry, the author’s occupational status or position • The persons attending the meeting and their occupational status or positions • Matter at hand and the name of the initiator • Measures executed in the investigation of the student’s conditions, such as assessments, examinations, and reports, • The implemented measures, such as cooperation between various parties and prior and current support measures • Information on the handling of the matter in the meeting of the group, decisions that have been made, and an implementation plan for the decisions, and • The parties responsible for the implementation and monitoring

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If a third party is given information included in the student welfare report, the document must include to whom, what, and why the information was given. The student welfare reports and other documents drawn up or acquired in student welfare work regarding an individual child are stored in the school welfare register. The instruction provider is responsible for the processing of personal data and the maintenance of the aforementioned register. The information stored in the school welfare register that concerns an individual child or other private person is confidential.

The health service staff and the psychologists will make the entries in patient records and other patient documents related to the individual student welfare work. The social workers of student welfare will enter the customer information in the customer report of the social worker.

The parties involved in the organization and implementation of a child’s individual student welfare have the right, notwithstanding the secrecy obligation, to obtain from and release to one another and to the authorities responsible for student welfare such information that is indispensable for the organization and implementation of the child’s individual student welfare. They also have the right to obtain from and release to one another and to the teacher, the principal or the manager of the day-care centre, and the instruction provider the information indispensable for the appropriate organization of the child’s instruction. The releaser of information must consider, for example, whether the information in question is indispensable for the insurance of the safety of the child or other children. The released information may concern, for instance, such illness of the student that needs to be taken into account in instructional situations. Even if the release of information were legally justified, the consent of the guardian on the release of confidential information should first be sought in order to guarantee cooperation and trust. If a child transfers into the instruction of another instruction provider, the previous instruction provider must ask the consent of the child’s guardian for the transfer of such confidential information that is essential for the continuation of the student welfare to the new education provider.

However, such information that is indispensable for the organization of instruction should be released to another provider of pre-primary or basic education without delay notwithstanding the secrecy obligation. The information in question may also be released at the request of the new provider of pre-primary or basic education.

8.Special language and culture related issues 8.1 Multilingual students The special objective of teaching multilingual students is to support the multilingualism of the students and the development of their identity and self-esteem. This gives the students the capabilities to operate as balanced and active members of society. The instruction also takes into account the students’ backgrounds and circumstances, such as mother tongue, culture, and duration of residence.

In accordance with the Government decree, instead of mother tongue and literature instruction, which is determined based on the school’s language of instruction, immigrant students can study Finnish in accordance with a special syllabus intended for immigrants, either fully or in part. In our school, the students will follow the “Finnish as a second language and literature” syllabus, if their 67

basic Finnish skills are deficient in one or more areas of language proficiency. In this case, the students language skills are not sufficient for them to operate as equal members of the school community in the daily interactive situations and school work. Students will also follow the “Finnish as a second language and literature” syllabus if their Finnish skills are otherwise not sufficient for the study of the “Finnish language and literature” syllabus (see: Finnish as a second language and literature) In addition to instruction in the students’ own mother tongue and Finnish, the students are also supported in other areas of learning in order to acquire learning abilities equivalent to those of nonimmigrant students.

9.Bilingual instruction The special educational task of the English School is to provide education that focuses on the Finnish and English languages and the cultures of these language areas. The instruction is carried out in Finnish and English. The instruction is implemented as extensive bilingual instruction. The objective is to produce functionally bilingual students. English is taught as if a mother tongue.

English is also the students’ first foreign language (A1 language). In order to ensure the cooperation between the school and the students’ homes, information aimed at the guardians and the key documents are made available in both English and Finnish.

9.1 What is important to us in bilingual instruction5 In our school bilingualism refers to the learning of two languages and in two languages. Learning and using the two languages is different due to the unique nature of languages. The objective is that the students acquire the ability to think in two languages and to express their thoughts in the two languages, while using the idiosyncrasies of both languages and cultures in their expression.

The pursuit of the work is true bilingualism. The languages we use are equal. We practice, speak, and write Finnish and English in equal amounts. The objective is that the students have the courage to use more than one language, while also taking into account that the students may use other languages at home. We seek to conceptualise the worldview represented by the two linguistic domains and cultures with respect to the students’ age.

The culture and manners related to language in the broad sense are important to us. Literature, a variety of texts and processing thereof, information acquisition, analyses and deductions, application of information, and media criticality are important elements in the study of language.

Language is an important tool for interaction and communication, and therefore we find it important that the students give presentations and develop their presentational skills, are able to express their opinions, and debate without forgetting the spelling and grammar rules of the language. The study of language and culture also includes singing in Finnish and English. Since the instruction is carried out alternatively in Finnish and English, the students learn the concepts and terminology of each subject in both languages.

Smart applications, the natural use of the web, and textbooks in English and Finnish represent the bilingual learning environment. Teachers who are native speakers of English are important: they

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bring authenticity to language use situations and transmit culture. The study of language cannot be just memorizing and cramming. Purposeful project work promotes language proficiency.

We find experimentation and learning by doing, hard work, and meticulousness important. It is also important to make a clear distinction when Finnish is used and when English is used. The development of learning-to-learn skills and techniques particularly in language study is emphasized. Language learning is versatile – this is reflected in the student’s activeness and work in projects, among other.

It is important to provide the students and their parents with regular information and feedback on the level and development of the students’ language proficiency. The student must have the opportunity to acquire individual remedial teaching for both languages.

9.2 The objectives of bilingual education and the premise for the provision of instruction The goal of bilingual instruction is for the students to acquire a good and diverse language proficiency in both languages. The long-term objective of bilingual instruction is to lay the foundations for life-long language learning and the appreciation of the diversity of languages and cultures. In order to reach this objective, instruction is provided in both languages in several subjects, in addition to the instruction of the Finnish language and literature and English as separate subjects. Both languages are also used outside the class room in the daily school life.

Therefore, the students have an authentic language use environment. The instruction implements a combination of language-immersion instruction and CLIL pedagogy (content and language integrated learning).

In addition to the instruction of English, English is also the language of instruction in all other subjects except for mother tongue and literature, religion and ethics, second national language, and optional foreign languages. Pre-primary education and grades 1–4 have the highest proportion of instruction in English. On 5th and 6th grades and in secondary school the proportion of Finnish instruction increases. This emphasis ensures that the students will master the concepts and terminology of each subject in both languages.

The school’s own objectives for the instruction of English surpass those of the national core curriculum. In all other subjects the objectives are in accordance with the national core curriculum.

Bilingual instruction focuses on natural communication and interaction, functionality, and the students’ active use of language. The school consciously supports the students’ opportunities to use Finnish and English in the various subjects. Finnish and English constitute a whole, and the learning of both languages is supported in cooperation with the students’ homes and their guardians. Bilingual instruction is reflected in the entire operational culture of the school. Both languages are also used outside the lessons in the school community. The instruction is designed and implemented in collaboration with the teachers of each subject and other school staff. The continuum of bilingual instruction and its special requirements are systematically taken into account in the transition points between pre-primary education and first grade, second and third grades, and sixth and seventh grades.

The bilingual instruction of the English School is intended for children, who have sufficient proficiency in English and Finnish and who acquire sufficiently high points in the aptitude test 69

organized at the conclusion of pre-primary education in the English School. The school invites children in the student place queue to the aptitude test in order to fill the free student places. The decision on the admission of a child is made based on their satisfactory success in the aptitude test.

The instruction of the English language The weekly lesson hours of English across the various grades are presented in the chart on the distribution of lesson hours in the appendices.

The objectives and contents of the instruction of the English language on different grades are determined in the subject-specific section of this curriculum (Chapter 11). The basic premise is that English is studied as if a mother tongue throughout basic education.

The objectives have been determined using the language proficiency scale. The instruction of English comprehensively develops the students language proficiency and takes into account the language proficiency requirements of the various subjects.

As the instruction of the subjects become more conceptualized, the student require the abilities to produce and understand more complex texts and to discuss more advanced concepts.

Grammatical correctness is also focused more than before. The development of the students’ English language skills are supported according to need following the principles of general and intensified support and monitored based on the student’s performance.

The instruction of other subjects in English The teachers who teach in English are required to have a language conscious and language pedagogical approach and sufficient language proficiency. The teachers collectively consider which modes of language use and types of texts are typical to each subject. This way the linguistic objectives for each subject is determined. The instruction focuses on illustrative and concrete instruction, student-centred working approaches, and interaction. The students use English in the studying of the contents of the subjects. The objective is that the students are simultaneously learners and users of language. The support from the teachers and the peer support from other students reinforces the students’ production of English.

The instruction of other languages in Finnish With the exception of English, at least 25 % of the instruction of all subjects is carried out in Finnish. In grades 5–9, the English language instruction can utilise learning materials that are in Finnish. In this manner, the instruction will ensure that the students’ command of Finnish terminology and the ability to understand and produce texts will develop in accordance with their age level. The teachers who teach in Finnish are also required to have a language conscious and language pedagogical approach.

The instructional language of a subject and the language of the learning material has been selected in collaborative planning by the teachers based on the contents of the subject and the development of the students’ language proficiency. The instructional language of each subject in each grade is reviewed and confirmed annually in the school’s annual plan for the implementation of the local curriculum.

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The assessment should give the teachers, the student, and the guardians comprehensive feedback on the student’s command of the subject and the development of their language proficiency with respect to the instructional objectives. The development of the student’s proficiency in both languages is monitored in each subject by all teachers and through the self- and peer-assessment of the students. The European language portfolio could be utilised, for instance.

The assessment of the various subjects adheres to the general assessment criteria for basic education regardless of what language those subjects have been taught in. The assessment also takes into account the subject-specific language development of the student.

The final assessment in basic education assesses the fulfilment of the objectives for English according to the final assessment criteria for A1 language in order to ensure the equality of the students when applying for upper secondary education. The assessment is made in cooperation between the teachers of the different subjects, as possibilities allow. The basic education certificate will include an entry that the student has participated in bilingual instruction.

Support for learning and schooling in bilingual education The support measures (general and intensified support) take into account the student’s bilingual language development and consider the language and type of support. A student is entitled to receive guidance and adequate support for their learning and schooling as soon as there is a need. The student’s need for support is monitored regularly and support is provide according to need. The support for learning and schooling is planned in cooperation between the teachers, the student, the guardians, and the student welfare services.

If there appears any indication at the 6th grade transition point or during grades 7–9 that a student may not be eligible for further studies in Finnish, the special needs teacher and the guidance counsellor will meet with the student and their guardians to discuss the student’s options for further studies.

10.Optional studies in basic education The common objective of the optional studies in basic education is to deepen learning, expand the studies, and increase the student’s capabilities for further studies. The students can develop their competence according to their own interests through the optional studies. Optionality reinforces study motivation and increases the skills of decision making.

10.1 Optional studies in artistic and practical subjects The Government decree allocates minimum weekly lesson for the core instruction of the artistic and practical subjects (music, art, crafts, physical education, home economics) in grades 1–6 and grades 7–9. The decree also allocates minimum weekly lessons for the instruction of the optional artistic and practical subjects for the instruction of these subjects in grades 1–6 and grades 7–9. In accordance with the English School’s authorization to provide education, the school may deviate from the nation-wide minimum of weekly lessons for optional subjects. Optional studies are part of the core instruction of the artistic and practical subjects and they are assessed as part of the core instruction. The optional studies in artistic and practical subjects are presented in the chart on the distribution of lesson hours included in the appendices of this curriculum.

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10.2 Optional subjects The purpose of optional subjects is to deepen and extend the students’ competence in accordance to their interests. The English School’s authorization to provide education allows the school to deviate from the nation-wide minimum of weekly lessons for optional subjects. The weekly lessons per year allocated to optional subjects are used to provide instruction with the emphasis on English and mother tongue and literature.

The specialized and applied studies of the core subjects in basic education or subject modules consisting of several subjects can be offered as optional subjects. Optional subjects should promote the fulfilment of the objectives set for basic education. Optional specialized studies deepen and/or extend the objectives and contents of the core subjects. Optional applied studies may contain elements from several subjects or transversal competence. Optional applied studies can promote collaboration between the subjects, for example, in artistic and practical subjects, information and communication technology, consumer and economics education, global education, and drama studies.

The optional subjects offered in the school are presented in the chart on the distribution of lesson hours in the appendices.

10.3 The free-choice and optional syllabi for foreign languages The curriculum defines the objectives and core contents of the free-choice and optional foreign languages that are taught as A2 and B2 languages.

The scope of a free-choice A-language (A2-language) is 12 weekly lessons per year. The weekly lessons per year of a free-choice A-language are distributed across the different grades as presented in the chart on the distribution of the lessons hours (in appendices). The objectives and the final assessment criteria are the same as for all core A-languages.

The scope of an optional B-language (B-language) is 4 weekly lessons per year.

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