New Curriculum Finland

7/31/2019 New Curriculum Finland

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New National Core Curricula

The National Board of Education has confirmed a new framework curriculum for comprehensive

education. The national framework curriculum forms the basis for drawing up local curricula,

which is usually done by municipalities. The new curriculum must be in use in comprehensiveschools by 1 August 2006. The new upper secondary school framework curriculum will be

adopted simultaneously in all Finnish upper secondary schools on 1 August 2005.

The National Board of Education has confirmed a new framework curriculum for comprehensive

education. The national framework curriculum forms the basis for drawing up local curricula,

which is usually done by municipalities. The new curriculum must be in use in comprehensive

schools by 1 August 2006. The new upper secondary school framework curriculum will be

adopted simultaneously in all Finnish upper secondary schools on 1 August 2005.

Underlying values of basic education are human rights, equality, democracy.

Basic education

promotes a sense of community, responsibility and

respect for the rights and freedoms of the individual

helps to support the pupils’ part in the Finnish societyand the globalising world

helps to promote tolerance and equality by giving girls

and boys the ability to act on the basis of equal rightsand responsibilities in society, working life, and family

life

Teaching of the subjects is politically neutral and non-denominational.

The values that underlie education are to be specified in the local basic education curriculum,

They are to be incorporated into the objectives and contents of basic education, and into

everyday activity.

The task of basic education

The task of basic education is to e.g.

enhance a sense of community and equality

develop skills for critical assessment and renewing

one’s outlook as well as modes of action



Basic education must provide an opportunity for diversified growth, learning, and the

development of a healthy sense of self-esteem, so that the pupils can obtain the knowledge andskills they need in life, become capable of further study, and, as involved citizens, develop a

democratic society.

Also, basic education aims at increasing an awareness of the values and ways of acting that formthe foundation of society and awaken desire for lifelong learning.

Conception of learning

The national core curriculum has been formulated on the basis of a conception of learning as anindividual and community process of building knowledge and skills. Through this process,

cultural involvement is created.

In addition to new knowledge and skills, both learning and work habits are to be learned that willserve as tools of lifelong learning.

In all its forms, learning is an active and goal-oriented process that includes independent or

collective problem-solving.

In learning, new possibilities open up for understanding culture and the meanings that culture

contains, and for participating in social activity.

The learning environment

Learning environment in basic education must support pupils’ growth and learning. The

objective is to increase pupils' curiosity and motivation to learn, and to promote their activeness,self-direction, and creativity by offering interesting challenges and problems.

The learning environment must guide pupils in setting their own objectives and evaluating their

own actions.

The pupils may be given the chance to participate in the creation and development of their own

learning environment.

The learning environment must support interaction and guide the pupils in working as members

of a group.

The objective is an open, encouraging, unhurried, positive atmosphere, for whose maintenance

the teacher and the pupils share responsibility.

The operational culture

The objective is an open, interactive operational culture that supports cooperation both within theschool and with the home and the rest of the society.



The operational culture embraces all the school's official and unofficial rules and operational and

behavioural models, as well as the values, principles, and criteria on which the quality of theschoolwork is founded.

It also encompasses extracurricular school activities such as celebrations, theme days, and

various events.

The school's values, educational objectives, and cross-curricular themes must assume concreteform in the operational culture.

Working approaches

The function of the working approaches is

to develop social, learning, thinking, working, and

problem-solving skills, and to foster active participation.

They must also provide opportunities for the creativeactivity, experiences, and play characteristic of the age

group in question.

Working approaches are chosen because they

excite a desire to learn

motivate the pupils to work purposefully

support learning that occurs through interaction among

the pupils

promote social flexibility, an ability to function in

constructive cooperation, and the assumption of responsibility for others.

Cross-curricular themes in the national core curriculum

Cross-curricular themes represent central emphases of the educational and teaching work

Manifest basic values and supplement underlying basic

values in teaching

Implemented in core and optional subjects, from the

perspectives characteristic of those subjects, and in amanner required by the pupil's developmental phase

o In school’s joint events

o In school’s operating and learning culture

Support integration of teaching

Participatory citizenship and entrepreneurship (cross-curricular themes) can be taken as an optional subject



Cross-curricular themes in Basic Education

Growth as a person

Cultural identity and internationalism

Media skills and communication

Participatory citizenship and entrepreneurship

Responsibility for the environment, well-being and a

sustainable future

Safety and traffic

Technology and the individual

Hannele Louekoski

Documents

New Curriculum Finland