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NATIONAL CORE CURRICULUM FOR BASIC EDUCATION 2014 OF MOTHER TONGUE AND LITERATURE, HISTORY, SOCIAL STUDIES, MUSIC, VISUAL ARTS AND CRAFTS/FINLAND

Aiming for transversal competence

Transversal competence refers to an entity consisting of knowledge, skills, values, attitudes and will. Competence also means an ability to apply knowledge and skills in a given situation. The manner in which the pupils will use their knowledge and skills is influenced by the values and attitudes they have adopted and their willingness to take action. The increased need for transversal competence arises from changes in the surrounding world. Competences that cross the boundaries of and link different fields of knowledge and skills are a precondition for personal growth, studying, work and civic activity now and in the future.

Values, the conception of learning and the school culture lay the foundation for the development of competence. Each subject builds the pupil's competence through the contents and methods typical of its field of knowledge. Competence development is influenced not only by the contents on which the pupils work but also, and especially, by how they work and how the interaction between the learner and the environment functions. Feedback given to the pupils as well as guidance and support for learning influence attitudes, motivation and willingness to act.

There are seven transversal competence areas. These areas are frequently interconnected. Their joint objective is, in line with the mission of basic education and taking the pupils' age into account, to support growth as a human being and to impart competences required for membership in a democratic society and a sustainable way of living. It is particularly vital to encourage the pupils to recognise their uniqueness and their personal strengths and development potential, and to appreciate themselves.

These competences have been taken into account in the definition of the objectives and key content areas of the subjects. The subject descriptions point out the links between the objectives of the subjects and the transversal competences.

Thinking and learning to learn (T1)Cultural competence, interaction and self-expression (T2)Taking care of oneself and managing daily life (T3)Multiliteracy (T4)ICT Competence (T5)Working life competence and entrepreneurship (T6) Participation, involvement and building a sustainable future (T7)

Cultural competence, interaction and self-expression (T2)

The pupils are growing up in a world where cultural, linguistic, religious and philosophical diversity is part of life. Preconditions for a culturally sustainable way of living and acting in a diverse environment

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are possessing cultural competence based on respect for human rights, skills in appreciative interaction and means for expressing oneself and one's views.

Pupils in basic education are guided in recognising and appreciating cultural meanings in their environment and building a personal cultural identity and a positive relationship with the environment. The pupils learn to know and appreciate their living environment and its cultural heritage as well as their personal social, cultural, religious, philosophical and linguistic roots. They are encouraged to consider the significance of their own background and their place in the chain of generations. The pupils are guided to consider cultural diversity a fundamentally positive resource. They are also supported to recognise how cultures, religions and philosophies exert influence in society and daily life and how the media shapes the culture, and also to consider what is unacceptable as a violation of human rights. In cooperation within the school community and outside it, the pupils learn to discern cultural specificities and to act flexibly in different environments. They are educated to encounter other people respectfully and to have good manners. The pupils are given opportunities for experiencing and interpreting art, culture and cultural heritage. They also learn to communicate, modify and create culture and traditions and to understand their significance for well-being.

Plenty of opportunities for the pupils to practice expressing their opinions constructively and acting ethically are embedded in school work. The pupils are guided in putting themselves in the place of another person and examining issues and situations from different viewpoints. School work systematically promotes the recognition and appreciation of human rights and, in particular, the rights of the child, and actions indicated by these rights. Respectful and trusting attitudes towards other groups of people and peoples are reinforced in all activities, also by means of international cooperation.

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

FINNISH LANGUAGE AND LITERATURE

The task, the objectives related to learning environments and working methods as well as guidance, differentiation, support, and the assessment of the pupil's learning all described in the section of mother tongue and literature also apply to the syllabus in Finnish language and literature.

Specific task of the syllabus

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The specific task of the syllabus in Finnish language and literature is to develop the pupils' Finnish language proficiency, multiliteracy, and interaction skills as well as to familiarise them with literature and culture. The instruction supports the pupils in developing multiliteracy and language awareness and in building their linguistic identities. The pupils are guided in understanding the meaning and status of the Finnish language, literature, and other forms of culture in a multicultural and multilingual society. The pupils are guided in perceiving how linguistic, media, and cultural knowledge acquired outside of school supports their learning of the Finnish language.

The instruction acknowledges the status of Finnish and Swedish as national languages and the status of Finnish as the majority language and the primary language of instruction. The Finnish language is not only the object of teaching and learning but also an instrument for studying different subjects. The essential learning-to-learn and thinking skills are supported in teaching and learning. Cooperation is important in the instruction of the syllabi in Finnish language and literature, Finnish as a second language and Finnish literature, and other syllabi in mother tongue and literature.

In grades 1–2, the emphasis of teaching and learning is on developing basic literacy as well as learning-to-learn and interaction skills. The task of instruction is to guide the pupils towards developing an interest in language, expression, and the production and comprehension of different kinds of texts.

Objectives of instruction in the syllabus in Finnish language and literature in grades 1–2

Objectives of instruction Content areas related to the objectives

Transversal competences

Acting in interactive situationsO1 to guide the pupil to improve his or her skills in acting in different interactive situations

C1 T1, T2, T3

O2 to guide the pupil to develop his or her language and imagination as well as interaction and team work skills by offering opportunities to participate in different group communication situations and become familiar with the related practices

C1 T1, T2, T7

O3 to support the pupil in expressing himself or herself more confidently and to guide the pupil to all-round self-expression, also by the means of drama

C1 T1, T2, T7

O4 to guide the pupil to build a self-image as a communicator and to understand that people communicate in various ways

C1 T1, T2, T7

Interpreting textsO5 to guide and encourage the pupil in learning to read and in practising text comprehension skills and to help the pupil to observe his or her own reading

C2 T1, T4, T5

O6 to guide the pupil to examine the meanings and structures of diverse texts and to expand his or her vocabulary and resource of concepts through examining texts

C2 T1, T2, T4

O7 to guide the pupil to use different ways of finding information

C2 T1, T4, T5

O8 to encourage the pupil to take an interest in children's literature, media texts and other texts by providing him or her

C2 T2, T4, T5

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with positive reading experiences and opportunities to satisfy the thirst for information and to share reading experiencesProducing textsO9 to encourage and inspire the pupil to tell stories, express his or her opinions and describe experiences by spoken, written, and visual means

C3 T1, T4, T5, T7

O10 to guide the pupil to produce simple narrative, descriptive, and other texts, also in multimedia environments

C3 T2, T4, T5

O11 to guide the pupil to practise his or her handwriting and keyboard skills and to guide the pupil to gradually plan and structure texts and learn the basics of spelling and the conventions of written language

C3 T1, T4, T5

Understanding language, literature, and cultureO12 to encourage the pupil to increase his or her language awareness and knowledge of the basic concepts of language, to guide the pupil to make observations about spoken and written language, and to help the pupil realise that his or her own language use influences the behaviour of others

C4 T2, T4, T7

O13 to inspire the pupil to listen to and read children's literature, select reading material that he or she finds interesting, and develop his or her reading pursuits, and to guide the pupil to use the library

C4 T2, T3, T4

O14 to guide the pupil to appreciate his or her own language and culture as well as cultural diversity, to introduce certain forms of children's culture and encourage the pupil to use them, and to encourage the pupil to create culture together with others

C4 T2, T4, T7

Key content areas related to the objectives of the syllabus in Finnish language and literature in grades 1–2

C1 Acting in interactive situations: The pupils practise analysing their surroundings through language as well as naming objects, listening, asking and answering questions, and narrating. They practise the conventions of group communication in different forms of face-to-face interaction. The pupils observe different modes of communication. Children's literature, fairy tales, stories, nursery rhymes, non-fiction texts, media texts, and games are examined through various interaction exercises, discussions, and drama.

C2 Interpreting texts: The pupils learn to read and practise the necessary concepts of sound, letter, syllable, word, sentence, terminal punctuation, heading, text, and image. The pupils' text comprehension skills are supported, and the pupils practise text comprehension strategies. The pupils observe and interpret multimodal texts found in their surroundings, also focusing on the meanings and structures of texts, and work with, for instance, pictures, children's literature, simple non-fiction texts, and media texts. The pupils reflect on the meanings of words and sayings, consider word choices in texts, and expand their resource of concepts. The pupils learn different ways of expressing time, order, and place particularly in narrative, descriptive, and instructive texts and learn to use the basic concepts of narration, such as main character, setting, and plot. The pupils share their reading experiences in different ways, discuss the contents of texts,

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and practise relating a text in their own words. The pupils practise finding information by observing their surroundings and interpreting pictures and written texts, and practise presenting information to others.

C3 Producing texts: The pupils practise producing texts, using their imagination, telling stories, expressing opinions, and describing their own experiences, observations, and thoughts through speech, writing, and images, both independently and together with others. The pupils examine adapting spoken language into written language and practise the planning of texts. They become acquainted with the typical textual and linguistic characteristics of narration and description – such as ways of expressing time and place and the basic structure of stories – and practise applying them in their own texts. The pupils learn to print upper and lower case letters, form words with these letters, and practise keyboard skills. The development of spelling skills is supported with exercises on phonological awareness and reading. In their own texts, pupils practise the basics of spelling and certain conventions of written language, such as word breaks, hyphenation, sentence, and the use of terminal punctuation in sentences, and the use of capital letters at the beginning of a sentence and in familiar proper nouns.

C4 Understanding language, literature, and culture: The pupils' increase their language awareness by observing spoken language and becoming familiar with written language through listening and reading. The pupils make observations on different ways of speaking, the languages present at school and in leisure time, and the influence language use has on others. Together with the teacher, the pupils reflect on words, sayings, and ways of expression and play with the language with the help of nursery rhymes, poems, and wordplay. The pupils find reading material that is of interest to them, and reading is encouraged as a pastime. Through listening and reading, the pupils are introduced to diverse texts, such as s children's literature and media texts. The texts are also used to stimulate expression, and the pupils discuss their significance in their daily lives. Together with the teacher, the pupils get to know the library and its use. They are also familiarised with local children's culture and customs, festive traditions, and certain forms of folk tradition. The pupils also participate in the production of performances and other cultural products.

13.4.8 MUSIC

Task of the subject

The task of the subject of music is to create opportunities for versatile musical activities and active cultural participation. The pupils are guided to interpret the multiple meanings of music in different cultures as well as in the activities of individuals and communities. The pupils’ musical skills broaden, which also enhances their positive attitude towards music and lays a foundation for a lifelong interest in music. The teaching and learning of music guide the pupils to appreciate and be curious about music and cultural diversity.

A functional approach to the teaching and learning of music promotes the development of the pupils’ musical skills and understanding as well as holistic growth and cooperation skills. These skills are reinforced by incorporating the pupils’ musical interests, other school subjects, integrative themes, school festivities and events as well as activities outside of school into the teaching and learning of music. The pupils are guided in developing their thinking skills and perception by regularly providing them with opportunities for working with sound and music as well as for composing and other creative production. The pupils learn music in many different ways, which promotes the development of their expression skills.

In grades 1–2, the teaching and learning of music allow the pupils to realise and experience together how every pupil is unique as a learner of music and how musical activities at their best can bring joy and create a

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sense of togetherness. The teaching and learning of music support the development of kinaesthetic and auditory perceptual skills, the use of natural voice, and a positive attitude towards music. The pupils learn musical concepts and expression skills through experiences of singing, playing instruments, composing, moving and listening to music as well as through sharing these experiences with others. The pupils’ creative thinking and aesthetic and musical understanding are promoted by providing them with opportunities to compose and perform musical ideas and to use their imagination and creativity both independently and together with others. Musical activities are a natural part of integrative learning in the daily school life and in school festivities.

Objectives of instruction in music in grades 1–2



ParticipationO1 to guide the pupil to act as a member of a music-making group while building a positive self-image

C1-C4 T2, T7

Making music and creative productionO2 to guide the pupil to develop his or her natural voice and to sing and play instruments as a member of a music-making group

C1-C4 T1, T2, T4

O3 to encourage the pupil to experience and perceive the sound environment, sound, music, and musical concepts through movement and listening to music

C1-C4 T1, T4

O4 to provide the pupils with opportunities to express their own musical ideas and to improvise as well as to guide them to compose and perform their own, small-scale pieces of music using aural, physical, visual, technological, or other means of expression

C1-C4 T5, T6

Cultural understanding and multiliteracyO5 to encourage the pupil to explore his or her musical heritage through play, song, and movement as well as to enjoy the aesthetic, cultural, and historical diversity of music

C1-C4 T2, T4

O6 to help the pupil understand the basic principles of music notation while making music

C1-C4 T4

Safety and well-being in musicO7 to guide the pupil to act responsibly in music making C1-C4 T7Learning-to-learn skills in musicO8 to offer the pupil experiences that help him or her understand why setting goals and practising together are important in learning music

C1-C4 T1

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

The pupils learn musical knowledge and skills through music making, i.e. singing, playing instruments, listening, moving, improvising, and composing as well as through cross-disciplinary work in artistic subjects. The contents are selected to allow the pupils to familiarise themselves with a diverse range of musical cultures and genres. The contents support the achievement of goals and draw on both the pupils' experiences and the possibilities of the local environment.

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C1 Making music together: When making music, attention is paid to working together with others and building togetherness. Key contents include encouraging pupils to express themselves and be creative, practising natural breathing, voice control, and singing techniques as well as learning the proper handling of the instruments and equipment available.

C2 Components of music: The teaching and learning of music focus on understanding the basic concepts pitch, duration, volume, and tone colour. As the pupils’ skills grow, the range of concepts is expanded to cover the musical concepts rhythm, melody, dynamics, timbre, harmony, and form.

C3 Music in the pupil's life, community, and society: In addition to musical knowledge and skills, the teaching and learning of music include the pupils' experiences and observations of music and the different sound environments of daily life. The significance of music in the pupils' own communities is also discussed.

C4 Repertoire: In the teaching and learning of music, the repertoire consists of songs, play, nursery rhymes, movement, and playing and listening exercises. Teaching and learning provide the pupils with opportunities for creative activities with age-appropriate themes and musical characteristics that are in line with the school culture. When planning the repertoire, the pupils' cultures and the appreciation of their cultural heritage are also taken into account. A diverse range of music, including children's music and the pupils’ own compositions and pieces of music, is incorporated in the repertoire.

Objectives related to the learning environments and working methods of music in grades 1–2

The aim is to create pedagogically diverse and flexible learning units for music that enable the use of different musical working methods and interactive learning situations as well as joint music making and other musical activities. The joy of learning, an atmosphere that encourages creative thinking, and positive musical experiences inspire the pupils to develop their musical skills. Opportunities for using information and communication technology in music making are created in teaching and learning. Possibilities provided by art and cultural institutions and other partners are also utilised in teaching and learning.

Guidance, differentiation, and support in music in grades 1–2

The pupils' different needs, abilities, and interests are taken into account in the teaching and learning of music and the planning of school work. They affect decisions made on working methods, the use of different music equipment, and the planning of study groups, et cetera, while also hearing the pupils. The teaching and learning of music create opportunities for playing music together that promote learning and participation, thereby developing the pupil's team work skills, self-confidence, and ability to take initiative.

Assessment of the pupil's learning in music in grades 1–2

The assessment of the pupils’ learning in music is guiding and encouraging. The pupils receive feedback, and they are provided with opportunities to assess their own and their group’s work so that it encourages them to try their best and practise the studied skills. In the assessment, particular attention is paid to the development of cooperation skills and skills in making music. The pupil's learning is assessed based on versatile demonstrations of skills and competence.

In terms of the learning process, the key targets of assessment and feedback in music include the following: - progress in cooperation skills, with particular emphasis on working as a member of a music-making

group

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

13.4.9 VISUAL ARTS

Task of the subject

The task of the subject of visual arts is to guide the pupils to explore and produce images of the culturally diverse reality by the means of arts. Producing and interpreting images reinforces the pupils’ construction of identity as well as cultural competence and communality. The pupils' own experiences, imagination, and experimentation form the foundation of teaching and learning. The teaching and learning of visual arts develop the pupils' ability to understand phenomena of visual arts, the environment, and other forms of visual culture. The pupils are offered different ways of valuing and affecting reality. Passing on and reshaping traditions are supported by reinforcing the pupils' awareness of cultural heritage. Teaching and learning support the development of the pupils’ critical thinking and encourage them to influence their surroundings and the society. The teaching and learning of visual arts lay a foundation for the pupils' local and global agency.

By working in a manner characteristic of visual arts, the pupils practise experiential and multisensory learning as well as learning by doing. The pupils examine visual arts and other forms of visual culture from historical and cultural viewpoints. They familiarise themselves with different views on the tasks of art. The pupils are guided to use different tools, materials, technologies, and means of expression diversely. The pupils are encouraged to develop their multiliteracy by utilising visual means of expression and other modes of producing and presenting knowledge. The pupils are provided with opportunities to study through multidisciplinary learning modules in cooperation with other subjects and actors outside of school. The pupils visit museums and other cultural sites and explore the possibilities of visual arts as a pastime.

In grades 1–2, the teaching and learning of visual arts lay a foundation for the pupils' personal relationship with visual arts and other forms of visual culture. The development of expression skills and aesthetic abilities is supported by coordination between different senses and the whole body. The pupils are guided in using mental images, the concepts of visual arts, and the means of visual production. Learning-by-doing and playfulness are utilised in teaching and learning. The pupils are encouraged in persistent learning in arts. They practise producing and interpreting images also with the help of information and communication technology and online environments. Pupils are encouraged to work together, share their experiences, and receive and give feedback on visual work.

Objectives of instruction in visual arts in grades 1–2



Visual perception and thinkingO1 to encourage the pupil to observe arts, the environment, and other forms of visual culture by using multiple senses and producing images

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

O2 to encourage the pupil to discuss his or her observations and thoughts

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

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O3 to encourage the pupil to express his or her observations and thoughts using diverse means of visual production

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

Visual productionO4 to encourage the pupil to experiment with different materials and techniques and to practise the use of different means of producing images

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

O5 to encourage the pupil to engage in persistent work in visual arts independently and together with others

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

O6 to encourage the pupil to examine the visual means of influence used in their own and other people's images

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

Interpreting visual cultureO7 to guide the pupil to use the concepts of visual arts and examine different types of images

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

O8 to encourage the pupil to recognise different products of arts and other forms of visual culture in his or her surroundings

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

O9 to inspire the pupil to produce images based on his or her surroundings, different times in history, and different cultures

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

Aesthetic, ecological, and ethical valuesO10 to guide the pupil to recognise values expressed in visual arts, the environment, and other forms of visual culture

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

O11 to encourage the pupil to take cultural diversity and sustainable development into account in his or her visual production

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

Key content areas related to the objectives of visual art in grades 1–2

The objectives of visual arts are approached by examining the pupils' own visual cultures, the surrounding visual cultures, and the worlds of visual arts. The content areas complement one another, and the connections between them are also examined in teaching and learning. The selection of contents is based on the works, products, and phenomena of visual arts and other forms of visual culture that are meaningful for the pupils. The contents build connections between visual cultures that the pupils are familiar with and those that are new to them. The pupils are encouraged to participate in selecting the contents of instruction, the used imagery, working methods, and tools. Possibilities of the local environment are utilised in the selection of contents.

C1 Pupils’ own visual cultures: Contents are selected from images created by the pupils and the visual cultures in which the pupils participate independently. The pupils are encouraged to familiarise themselves with each other's visual cultures. Pupils' visual cultures are used as the basis of visual work. The significance of the pupils’ own visual cultures for their daily life, surroundings, and interaction are discussed in teaching and learning.

C2 Visual cultures in the environment: The contents are selected from different environments, objects, media cultures, and virtual worlds. Contents are selected diversely from built and natural environments

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and the media. Surrounding visual cultures are used as the basis for visual work. The instruction focuses on the pupils' surroundings and their media.

C3 The worlds of visual arts: The contents are selected from visual arts produced during different times and in different environments and cultures. The pupils familiarise themselves with the world of visual arts by exploring different works, themes, and phenomena. Works of art are used as the basis for visual work. The cultural diversity related to works of art and experiencing them is discussed in teaching and learning.

Objectives related to the learning environments and working methods of visual arts in grades 1–2

The objective is to provide learning environments and working methods that enable the use of diverse materials, technologies, and means of expression as well as their creative application. An atmosphere that encourages active experimentation and practising is created in teaching and learning. Pedagogical solutions are used to support multi-sensory perception, persistent work, and exploratory and goal-oriented learning of art. Personal needs for visual production are taken into account and suitable ways of working both independently and in a group are enabled in teaching and learning. The aim is to create a school culture that encourages learning and interaction in environments in and outside of school. In grades 1–2, playful experimentation, the use of information and communication technology, and cross-disciplinary work in arts are encouraged. In addition to the school facilities, the learning environment of visual arts also includes different built, natural, and online environments.

Guidance, differentiation, and support in visual arts in grades 1–2

In the provision of guidance, differentiation, and support, the aim is to take into account the pupils' level of social, mental, and motor skills. The individual and communal nature of the learning of visual arts supports the construction of the pupils' identities as well as their participation and well-being. The pupils' individual needs for guidance are taken into account in teaching and learning. When necessary, the instruction is differentiated, for example by choosing different means of expression, working methods, and learning environments. In teaching and learning, the pupils can draw on their strengths and use different working practices and alternative approaches to visual arts. A safe atmosphere that respects diversity and encourages personal production is created for the learning of visual arts, and the pupils receive individual guidance and support. Alternative pedagogical approaches may be needed particularly in the visual expression of observations and emotions and in the development of motor skills. Playfulness, games, and experiences of different sensations can be utilised in the provision of guidance, differentiation, and support.

Assessment of the pupil's learning in visual arts in grades 1–2

The assessment of learning in visual art is encouraging and guiding and takes into account the pupils' individual progress. The assessment supports the development of image production and interpretation skills, knowledge of visual arts and other forms of visual culture, persistent working practices, and self-assessment skills. The pupils receive diverse feedback that encourages them to express their own thoughts and appreciate the views of others. The pupils receive feedback on all areas of learning in visual arts as described in the objectives.

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

progress in setting goals for one's own work

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progress in experimenting with materials and practising techniques progress in using and discussing the different means of producing images progress in discussing one's own images and those produced by others.

13.4.10 CRAFTS

Task of the subject

The task of the subject of crafts is to guide the pupils to manage a complete crafts process. Crafts is a subject in which multiple materials are used, and its activities are based on craft expression, design, and technology. The activities include designing and producing a crafts product or piece independently or together with others as well as assessing the crafts process. Making crafts is an exploratory, inventive, and experimental activity in which different visual, material, and technical solutions as well as production methods are used creatively. In crafts, the pupils learn to understand, evaluate, and develop different technological applications and to apply the knowledge and skills learned in school in their daily lives. The pupils develop their spatial awareness, sense of touch, and manual skills, which promotes motor skills, creativity, and design skills. The instruction supports the development of versatile working abilities. The significance of crafts lies in the persistent and innovative working process and the positive experience that strengthens self-esteem and brings joy.

The pupils' different interests and shared activities are emphasised in the teaching and learning of crafts. Various transversal themes are studied comprehensively while creating natural connections to other subjects. Knowledge of the surrounding material world lays a foundation for sustainable development and a sustainable way of living. This also includes the pupils' surroundings, the local cultural heritage, and the cultural diversity of the community. The teaching and learning of crafts guide the pupils towards adopting ethical values and becoming informed, active, capable, and entrepreneurial citizens. They are also encouraged to value and express their own craftsmanship and to strive to maintain and develop the culture of crafts.

In grades 1–2, the task of crafts is to enable the pupils to develop their skills and knowledge in craft expression, design, and production and to gain experiences. The pupils are encouraged and guided to design and produce crafts and to use different materials. Learning crafts develops the pupils' ability to concentrate and take initiative. Learning crafts also encourages pupils to appreciate and evaluate their own and other people's work and products. The educational task of crafts is to guide pupils to understand cultural diversity and equity.

Objectives of instruction in crafts in grades 1–2



O1 to encourage the pupil to become interested in crafts and curious about inventing and experimenting with crafts

C1-C4 T1, T2

O2 to guide the pupil to implement a complete crafts process and to encourage the pupil to present his or her own ideas in visual form and describe the crafts process and the finished product

C1, C2, C3 T1, T4, T5

O3 to guide the pupil to design and produce crafts products C1, C5 T1, T7

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or pieces with confidence in his or her own aesthetic and technical decisionsO4 to guide the pupil to familiarise himself or herself with many different materials and working with them as well as to guide the pupil to act safely and responsibly

C2-C4 T4, T6

O5 to support the development of the pupil's self-confidence in crafts through experiences of success, inspiration, and invention

C1-C6 T1, T3

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

The contents are selected to allow the pupil to implement a complete crafts process and become familiar with different materials and working practices. Teaching and learning involve common themes and cooperation with different subjects.

C1 Producing ideas: The design process is based on the pupils' personal feelings, stories, and imaginary environment as well as the built and natural environments. Different visual and material methods are used to support the process. The pupils practise choosing a form, colour, and texture for their products. They also explore movement and balance. The pupils learn about preservation and protection through crafts.

C2 Experimentation: The pupils are provided with opportunities to explore the diverse material and technological environment. They experiment with different materials, such as wood, metal, plastic, fibre, thread, and fabric. Based on the experiments, the pupils develop and process their products or pieces further.

C3 Design: The pupils follow the stages of a complete crafts process. They practise describing the process and the product.

C4 Production: The pupils produce crafts products or pieces based on their own or group’s designs. They use the appropriate craft tools and equipment to cut, attach, combine, shape, and process materials.

C5 Documentation: The pupils familiarise themselves with the use of information and communication technology as part of producing ideas, designing, and documenting the work.

C6 Assessment: During the process, the pupils learn about different approaches to self and peer assessment. The pupils practise giving feedback to other pupils.

Objectives related to the learning environments and working methods of crafts in grades 1–2

The learning environment of crafts supports a functional approach to the subject and interaction with the teacher, the peer group, and different actors outside the school. Suitable and safe facilities, tools, and materials promote the achievement of the objectives. The pupils are encouraged to observe their environment, use their observations as part of their craft skills, and to influence their environment. Such working methods are selected that encourage the pupils to participate and be active as well as to direct their own actions. Guidance as well as imagination, stories, drama, play, games, and natural and built environments are used to support design and production skills. Techniques of both technical and textile crafts are employed.

Guidance, differentiation, and support in crafts in grades 1–2

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In terms of achieving the objectives of the subject, it is important to create pedagogically diverse working methods and interactive situations that support pupils both in learning craft skills and design individually and in working together with others. The pupils' different abilities and needs are taken into account in the instruction and decisions on the differentiation of instruction are made accordingly, for example when selecting materials, working methods, and learning assignments. Learning by doing in crafts requires a sufficient amount of time, space, and guidance.

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

Giving positive feedback and encouraging the pupils both during and at the end of the work process is important in the assessment. Versatile assessment and feedback support the development of transversal knowledge and skills in crafts. The pupils have the opportunity to demonstrate their progress in different ways, and they are encouraged to maintain their personal strengths and to practise their emerging skills. Group work and the finished products of the group can be presented and assessed together so that the pupils learn to speak in front of the class and to appreciate other people's work.

The whole crafts process is taken into account in the assessment. The documentation of different stages is used as a tool for assessment, demonstrating the pupils' progress and level of achievement in crafts. The pupils are guided to assess their own learning, and they learn different ways of conducting self and peer assessment.

In terms of the learning process, the key targets of assessment and feedback in crafts include the following:- progress in working fluently- progress in design, production, and assessment skills- progress in working in a goal-oriented manner- progress in finding creative solutions.

14.4.1 MOTHER TONGUE AND LITERATURE

LANGUAGE EDUCATION

The development of language proficiency begins in early childhood and continues as a life-long process. Plurilingual competence develops at home, at school, and during leisure time. It comprises competences of different levels in mother tongues, other tongues, and their dialects. The basic principle of language instruction at school is using the language in different situations. It strengthens the pupils' language awareness and parallel use of different languages as well as the development of multiliteracy. The pupils learn to make observations on texts and interaction practices in different languages, to use the concepts of language knowledge in interpreting texts, and to utilise diverse ways of language learning. The pupils use their skills in different languages as support for all learning in different subjects. The pupils are guided to read texts that are appropriate for their language proficiency and to acquire information needed for studying in different languages.

The pupils are guided to become aware of the multi-layered linguistic and cultural identities they and others have. The significance of minority languages and endangered languages is also discussed in teaching and learning. Teaching and learning support the plurilingualism of pupils by utilising all languages, including those used by pupils in their leisure time. Teaching and learning strengthen the pupils' trust in their

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language learning abilities and in using their language proficiency confidently, even when it is limited. Cooperation between different subjects is a precondition for language education.

Task of the subject

The description of the task, the objectives connected to learning environments and working methods, guidance, differentiation and support as well as the assessment of the pupil's learning apply to all syllabi for mother tongue and literature.

The task of the instruction of mother tongue and literature is to develop the pupils' literacy, language proficiency, and interaction skills and guide them towards developing an interest in language, literature, and other forms of culture and gaining awareness of themselves as communicators and language users. The development of the pupils’ everyday literacy is supported so that they learn to conceptualise observations and phenomena, verbalise their ideas, and develop their creativity.

In cooperation with other school subjects and the guardians, the instruction of mother tongue and literature provides the pupils with language education and helps them to build their linguistic and cultural identities in a multicultural and media-centred society. Mother tongue and literature is a multidisciplinary subject comprising practical, cognitive, and cultural elements. The instruction is based on a broad definition of text. Skills in interpreting and producing multimodal texts and the acquisition and sharing of information are essential. Literature that is age-appropriate and suitable for the pupils' language proficiency strengthens the versatile development of creativity and imagination and expands the pupils' understanding of their potential for linguistic expression. Literature connects the pupil to his or her culture and broadens the perception of other cultures.

The pupils are encouraged in constructive and responsible interaction in different communication environments. As part of ethical education, the pupils are guided to understand the impacts of their linguistic and communication choices on other people. Out of metacognitive competences, the strategic skills of interpreting and producing texts are emphasised in the instruction of mother tongue. The task of linguistics instruction is to support and develop language awareness and language observation skills. The instruction is based on a social and functional perception of language: the structures of language are studied in age-appropriate language-use situations and while working with text genres suitable for the age group. The instruction proceeds in steps in accordance with the pupils' developmental stage.

The instruction familiarises the pupils with a wide range of cultural contents, of which literary art, the media, drama, theatre as well as speech and communication cultures are of key importance. Literary art includes writing and interpreting literature. The instruction of literature aims at encouraging the pupils to read and to obtain and share experiences, deepening the pupils' cultural knowledge, supporting ethical growth, and enriching the pupils' language and imagination. Drama strengthens the functional, experiential, and aesthetic nature of the subject. Media education supports the interpretation and production of media contents and understanding them as cultural phenomena. The instruction of speech and communication cultures strengthens interaction and communication skills.

Key motivation factors in learning mother tongue and literature are learning topics that are meaningful for the pupils and the pupils' experiences of participation. The pupils' interest is promoted by creating opportunities for being active and making personal choices and by acknowledging and expanding the pupils' textual world and experiences. Each pupil's uniqueness, equity, and gender equality are taken into

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account in the instruction, learning environments and teaching methods. This makes it possible to support both advanced students and those struggling with learning difficulties. Cooperation is important in the instruction of different mother tongue and literature syllabi.

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

Objectives related to the learning environments and working methods of mother tongue and literature in grades 3–6

The aim is creating a linguistically stimulating and communal learning environment where the pupils' views are valued and where the pupils have opportunities for examining and producing texts safely, both independently and together with others, also using information and communication technology. Interesting books and other multimodal texts chosen by the pupils are used in teaching and learning. The pupils also expand their reading experiences. The learning environment of mother tongue and literature is expanded with cultural and media offerings outside of school. Working methods are chosen so that they enable working together and sharing experiences and support the natural integration of the content areas of the subject Instruction is integrated through process-like studying and project work. Diverse exercises are used to advance drama and interaction skills. Drama and the instruction of literature are combined with instruction of other subjects.

Guidance, differentiation, and support in mother tongue and literature in grades 3–6

The objective is to support the pupils' language development, the acquisition of fluent reading and writing skills, and advancing reading with comprehension. The pupils are supported in expanding their vocabulary, learning new concepts, verbalising their thoughts, and improving their interaction skills. Each pupil is encouraged to read literature and other texts that correspond with his or her level of skills and guided in using reading comprehension strategies, developing suitable study strategies, and recognising his or her personal strengths. The pupils are provided with models and both individual and group support for developing their skills in producing texts and spelling. Linguistically talented pupils are also supported in taking on reading challenges, finding suitable working practices, and setting goals. Texts and working methods are selected to ensure the equity and gender equality among the pupils.

Assessment of the pupil's learning in the subject of mother tongue and literature in grades 3–6

Assessment and the feedback based on it shall be versatile and concrete and aimed at developing the pupil's learning-to-learn skills. Assessment is an integral part of the learning process. Assessment is based on versatile documentation of the pupils' progress in their developing language, text production, and comprehension skills and their level of knowledge of language, literature, and other forms of culture.

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The pupils are guided to assess their own and others' work, expression, and products. Versatile and valid assessment and feedback that support learning are used to help the pupils become aware of their own knowledge, skills, and working processes and to provide the pupils with tools for developing them. Reading independently is an important goal that is supported and assessed in relation to reading and writing skills.

When giving verbal assessments or awarding grades for mother tongue and literature, the teacher assesses the pupils' achievement level in terms of the objectives defined in the local curriculum. When determining the achievement level for the 6th-grade school year report, the teacher shall use the national assessment criteria. Basic skills in the different objective areas of mother tongue and literature as well as the work processes and learning strategies that support their development are central for progress in learning.


The task, the objectives connected to learning environments and working methods as well as guidance, differentiation and support, and the assessment of the pupil's learning described in the section of mother tongue and literature also apply to the syllabus in Finnish language and literature.


The specific objective of the syllabus in Finnish language and literature is to develop the pupils' Finnish language proficiency, multiliteracy, and interaction skills as well as to familiarise them with literature and culture. The instruction supports the pupils in developing multiliteracy and language awareness and in building their linguistic identities. The pupils are guided in understanding the meaning and status of the Finnish language, literature, and other forms of culture in a multicultural and multilingual society. The pupils are guided in perceiving how linguistic, media, and cultural knowledge acquired outside of school supports their learning of the Finnish language.


In grades 3–6 the emphasis of teaching and learning is on establishing the pupils' learning-to-learn and interaction skills, their interest in reading, and fluent and versatile reading and writing skills. While interpreting and producing texts, the pupils learn to examine the features of language and elements of literature. The pupils progress from short texts to reading entire books and to sharing reading experiences in different ways.




Acting in interactive situationsO1 to guide the pupil to strengthen his or her skills of acting C1 T1, T2, T7

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constructively in different communication environments and to express his or her opinionsO2 to guide the pupil to notice the impacts of his or her linguistic and communication-related choices and to take other people's needs into consideration in group communication situations

C1 T1, T2, T3, T7

O3 to guide the pupil in using his or her creativity and expressing himself or herself in a versatile manner in different communication and presentation situations, also by the means of drama

C1 T1 T2, T4, T7

O4 to encourage the pupil to develop a positive self-image as a communicator and willingness and ability to act in different interactive situations, also in multimedia environments

C1 T1, T2, T3, T4

Interpreting textsO5 to guide the pupil in obtaining more fluent skills in reading and using text comprehension strategies as well as in observing and assessing his or her reading

C2 T1, T4, T5

O6 to guide the pupil in developing skills in analysing, assessing, and interpreting diverse texts, expanding his or her vocabulary and resource of concepts, and promoting his or her thinking skills

C2 T1, T2, T4, T5

O7 to guide the pupil in finding information, the use of versatile sources of information, and evaluating the reliability of information

C2 T1, T4, T5

O8 to encourage the pupil to develop his or her knowledge of and interest in literature, media, and other texts intended for children and young people by creating opportunities for positive reading experiences, satisfying the thirst for information, and sharing reading experiences also in multimedia environments

C2 T1, T4, T5

Producing textsO9 to encourage the pupil to express his or her experiences, thoughts and opinions and to reinforce positive self-image as a producer of texts

C3 T1, T2, T4, T7

O10 to encourage and guide the pupil in verbalising his or her thoughts and practising the production of narrative, descriptive, instructive, and simple argumentative texts, also in multimedia environments

C3 T1, T4, T5, T7

O11 to guide the pupil in acquiring more fluent handwriting and keyboard skills and to strengthen his or her command of written language, text structures, and spelling

C3 T1, T4, T5

O12 to encourage the pupil to develop text production processes and skills in assessing his or her own texts, to offer opportunities for producing texts together and giving and receiving constructive feedback, as well as to guide the pupil to take the recipient of the text into account and to act ethically in online environments, respecting privacy and copyrights

C3 T2, T4, T5, T6

Understanding language, literature, and cultureO13 to guide the pupil to strengthen his or her language awareness, to inspire him or her to examine and observe

C4 T1, T2, T4

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language and its variants, and to practise using concepts related to language and its structures, and to help the pupil to understand the impacts of linguistic choicesO14 to encourage the pupil to expand the selection of texts he or she reads and to read literature intended for children and young people as well as to encourage reading as a pastime, the sharing of reading experiences, and active use of the library

C4 T2, T4, T5, T7

O15 to support the pupil in building a linguistic and cultural identity and to guide him or her to value different cultures and languages as well as to create opportunities for the pupil to get acquainted with media and cultural offerings and to produce culture himself or herself

C4 T2, T4, T6, T7


C1 Acting in interactive situations: The pupils are offered varied opportunities to practise sharing their experiences, thoughts, and opinions, listening to others, and giving and receiving constructive feedback in different communication environments. The pupils practise and observe their own interaction in different communication situations including polite behaviour, working for a common goal as well as expressing their opinions and justifying them while taking others into consideration. The pupils practise means of expression in different communication and performance situations. The pupils are guided towards all-round expression and utilising the modes of drama to address topical subjects, themes, and literature. The pupils are offered opportunities for participating in planning and implementing cultural activities with their class and the school community.

C2 Interpreting texts: The pupils practise reading different texts fluently, including literature, non-fiction, and media texts that combine images and text, and using text comprehension strategies and thinking skills that are suitable for the situation and the goal. The pupils observe and assess their own reading skills. The pupils improve their text interpretation skills by examining and comparing diverse texts. The pupils practise explaining, comparing, and reflecting on the meanings and hierarchies of words, their synonyms, figures of speech, sayings, and concepts. They learn to identify the linguistic and textual features of narrative, descriptive, instructive, and simple argumentative texts. The pupils expand their knowledge of the features of language by exploring texts. They learn to classify words by their meaning and form (parts of speech). The pupils explore the functions of different cases and learn conjugation by person and tense. The pupils select, read and listen to literature for children and young people, including entire books. In addition to concepts they have learned before, the pupils learn to use the concepts of the narrator, the topic and the theme. They search for information in various sources and expand their knowledge by reading. They learn to evaluate the reliability of texts and sources.

C3 Producing texts: The pupils produce diverse fictional and non-fictional texts based on their personal experiences, observations, thoughts and opinions and other pupils' texts. They consider the purpose of writing and how it is reflected in linguistic choices. They acquire more fluent handwriting and keyboard skills. They examine and practise using linguistic and textual features that are typical of narration and description as well as of instructive and argumentative expression. The pupils practise skills related to headings, structures, and paragraph division in texts and learn to use these elements in their own texts.

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They practise animating their texts and examine the connections of word choices, sayings, and word order to the meanings conveyed by the text. Attention is paid to the differences between written and spoken language. The pupils learn to identify clauses, main clauses, clear basic types of subordinate clauses, and the main sentence constituents and to use this knowledge when producing their own texts. They learn to use persons and tenses to express temporal relations in their texts. They learn about different stages of producing text, examining and assessing their own texts, and giving and receiving feedback. They learn to apply the basics of spelling in their own texts. The pupils improve their skills in producing texts needed in their studies, including notes and summaries. They also practise using and citing sources and understand the importance of acting ethically in online environments and respecting privacy and copyrights.

C4 Understanding language, literature, and culture: The pupils explore the way language varies according to the situation and topic and consider the meanings of words, expressions, and texts. They examine intertextuality in diverse texts. They familiarise themselves with their own and other cultures and languages and compare Finnish with the features of other languages they know. The pupils become acquainted with types of folk traditions relevant to them and their descendants in modern-day culture. Media and cultural offerings for children and young people are utilised in teaching and learning, including the library, films, theatre, and museums. The pupils examine media culture phenomena and age-appropriate contents and discuss the role of the media in their daily lives. The pupils plan and stage their own performances. The pupils are encouraged in and familiarised with active and versatile use of the library and finding literature and texts that interest them. Their independent interest in reading and writing is supported. The pupils read Finnish and foreign literature intended for children and young people ranging from modern literature to classics and non-fiction and reflect on questions that the literature raises.

Assessment criteria for the syllabus in Finnish language and literature at the end of grade 6 for a verbal assessment describing good knowledge and skills/numerical grade eight

Objective of instruction Content areas

Assessment targets in the subject

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

Acting in interactive situationsO1 to guide the pupil to strengthen his or her skills of acting constructively in different communication environments and to express his or her opinions

C1 Acting in situations requiring verbal communication

The pupil expresses his or her thoughts and opinions in familiar communication environments.

O2 to guide the pupil to notice the impacts of his or her linguistic and communication-related choices and to take other people's needs into consideration in group communication situations

C1 Acting in interactive situations

The pupil uses his or her vocal skills, skills in targeting messages and making contact in different interactive situations, is able to modify the mode of communication as required, and strives to take the viewpoints of others into account.

O3 to guide the pupil in using his or her creativity

C1 Using modes of expression

The pupil is able to use modes of all-round expression to convey his or her

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and expressing himself or herself in a versatile manner in different communication and presentation situations, also by the means of drama

ideas and thoughts in a group, and to deliver a short talk or presentation prepared in advance. He or she participates in drama activities.

O4 to encourage the pupil to develop a positive self-image as a communicator and willingness and ability to act in different interactive situations, also in multimedia environments

C1 Development of interactive skills

The pupil receives feedback on his or her actions and gives feedback to others.

Interpreting texts

O5 to guide the pupil in obtaining more fluent skills in reading and using text comprehension strategies as well as in observing and assessing his or her reading

C2 Mastering basic text comprehension strategies

The pupil reads diverse texts fluently, uses basic text comprehension strategies, and is able to observe and assess his or her reading.

O6 to guide the pupil in developing skills in analysing, assessing, and interpreting diverse texts, expanding his or her vocabulary and resource of concepts, and promoting his or her thinking skills

C2 Analysing and interpreting texts

The pupil identifies some linguistic and textual features of narrative, descriptive, instructive, and simple argumentative texts. The pupil is able to use text interpretation skills to develop his or her thinking, vocabulary, and resource of concepts.

O7 to guide the pupil in finding information, the use of versatile sources of information, and evaluating the reliability of information

C2 Information acquisition skills and source criticism

The pupil uses the media and various textual environments as well as suitable strategies in acquiring information and is to some extent able to assess the reliability of information sources.

O8 to encourage the pupil to develop his or her knowledge of and interest in literature, media, and other texts intended for children and young people by creating opportunities for positive reading and other experiences,

C2 Knowledge of literature and texts intended for children and young people and the sharing of reading experiences

The pupil is to some extent familiar with literature and media and other texts intended for children and young people and is able to share experiences, also in a multimedia environment.

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satisfying his or her thirst for information, and sharing reading experiences, also in multimedia environmentsProducing texts

O9 to encourage the pupil to express his or her experiences, thoughts and opinions and to reinforce positive self-image as a producer of texts

C3 Expressing experiences and thoughts

The pupil expresses his or her experiences and thoughts through diverse texts.

O10 to encourage and guide the pupil in verbalising his or her thoughts and practising the production of narrative, descriptive, instructive, and simple argumentative texts, also in multimedia environments

C3 Verbalising thoughts and using different text genres

With guidance, the pupil is able to use the language typical of narrative, descriptive, and simple argumentativetexts.The pupil is able to give his or her text a heading, divide it into paragraphs, and pay attention to word choices.

O11 to guide the pupil in acquiring more fluent handwriting and keyboard skills and to strengthen his or her command of written language, text structures, and spelling

C3 Writing skills and command of written language

The pupil writes fluently and clearly by hand and has adopted necessary keyboard skills. The pupil is familiar with basic structures of written language and the basics of spelling and uses them when producing his or her own texts.

O12 to encourage the pupil to develop text production processes and skills in assessing his or her own texts, to offer opportunities for producing texts together and giving and receiving constructive feedback, as well as to guide the pupil to take the recipient of the text into account and to act ethically in online environments, respecting privacy and copyrights

C3 Constructing texts and ethical communication

The pupil knows and is able to describe the basic stages of producing texts, is able to assess his or her own texts, produces texts in stages independently and together with others, and gives and receives feedback.The pupil is able to cite the sources at the end of the text, understands that he or she must not pass a quotation as his or her own text, and is familiar with the ethical principles of acting online.

Understanding language, literature, and culture

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O13 to guide the pupil to strengthen his or her language awareness, to inspire him or her to examine and observe language and its variants, and to practise using concepts related to language and its structures, and to help the pupil to understand the impacts of linguistic choices

C4 Development in examining language and command of linguistic concepts

The pupil observes the linguistic features of texts and is able to describe them and uses the concepts he or she has learned when talking and writing about them.

O14 to encourage the pupil to expand the selection of texts he or she reads and to read literature intended for children and young people as well as to encourage reading as a pastime, the sharing of reading experiences, and active use of the library

C4 Knowledge of literature The pupil reads the agreed books intended for children and young people and discusses and shares opinions about the books.

O15 to support the pupil in building a linguistic and cultural identity and to guide him or her to value different cultures and languages as well as to create opportunities for the pupil to get acquainted with media and cultural offerings and to produce culture himself or herself

C4 Development of language awareness and knowledge of culture

The pupil is able to observe and describe similarities and differences between different languages and cultures. The pupil is able to discuss interesting media and cultural offerings. The pupil participates in planning and staging the pupils' own performances.

14.4.8 HISTORY

Task of the subject

The task of the subject of history is to develop the pupils' knowledge of history and cultures and to encourage them to adopt the principles of responsible citizenship. Knowledge about the past is used to guide the pupils to understand the development that has led to the present time, to appreciate the value of mental and material work as well as to reflect on future choices. The pupils are guided to perceive the importance of the individual as a historical actor and to comprehend factors underlying activities and human motivations. The aim is to support the pupils in building their identity and to promote their growth into active members of the society who understand diversity.

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In the teaching and learning of history, the pupils focus on critical analysis of information produced by different actors and the dimensions of historical source material. The pupils also focus on the premise of historical research according to which the aim is to form a perception of the past that is as reliable as possible based on available evidence. The objective of the instruction is to support the development of textual skills related to history: the ability to read and analyse sources produced by actors of the past and to competently interpret their meaning and significance.

The pupils are guided to understand that historical information is open to interpretations and has multiple perspectives and to explain changes and continuity apparent in historical development. The instruction of history helps the pupils recognise the society's values and tensions in them, as well as their changes in different times.

In grades 4–6, the task of the instruction of history is to familiarise the pupils with the nature of historical knowledge, information acquisition, and basic concepts. The aim is to awaken the interest of the pupils in the past and in human activities, in perceiving their significance, and in understanding them. Learning by doing and experiential working approaches are emphasised in the instruction of the contents defined in the core curriculum.

Objectives of instruction in history in grades 4–6 Objectives of instruction Content areas

related to the objectives


Significance, values, and attitudesO1 to guide the pupil to become interested in history as a field of knowledge and a subject that builds his or her identity

C1-C5 T1-T7

Acquiring information about the pastO2 to guide the pupil to recognise different sources of history C1-C5 T1, T2, T4,

L5, L7O3 to guide the pupil to notice that historical information can be interpreted in different ways

C1-C5 T1, T2, T4-T7

Understanding historical phenomenaO4 to help the pupil to perceive different ways of dividing history into eras and to use historical concepts related to them

C1-C5 T1, T2, T3

O5 to guide the pupil to understand the motives of human activity C1-C5 T2-T4, T6, T7

O6 to help the pupil to perceive different reasons for historical events and phenomena and their consequences

C1-C5 T2, T4, T7

O7 to help the pupil to identify changes in the history of his or her family or community and to understand how the same changes may have meant different things to different people

C1-C5 T1-T7

O8 to teach the pupil to perceive the continuity in history C1-C5 T1, T2, T4, T7

Applying historical knowledgeO9 to guide the pupil in finding reasons for changes C1-C5 T1, T2, T4O10 to instruct the pupil to explain how interpretations may change as a consequence of new sources or new ways of examining them

C1-C5 T1-T7

O11 to guide the pupil to explain human activity C1-C5 T2-T4, T6, T7

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Key content areas related to the objectives of history in grades 4–6

The contents are selected to support the achievement of the objectives. It is advisable that the pupils are introduced to history studies by using the past of the pupils' families or local community to acquaint them with the nature of historical knowledge. In the key content areas, attention is paid to the history of the pupil's family, region, and local area, when appropriate. Content areas may be dealt with either chronologically or thematically.

C1 Prehistoric era and the birth of civilisation: The pupils learn about the lives of small human populations, the hunter-gatherer culture, the revolution of farming culture, and the birth of civilisation. C2 Ancient times and the heritage of the classical period: The pupils learn about the dawn of democracy in Greece and the Roman society. The era is also examined from the perspective of the settlement of the Nordic countries.

C3 Middle Ages: The pupils study the medieval worldview as well as cultural similarities and differences in the East and the West and their impacts on different groups of people. They learn about the dawn of the historical era in Finland and how Finland became part of Sweden.

C4 The revolution of the modern times: The pupils are familiarised with changes that took place in science, arts, and people's beliefs.

C5 Finland as a part of Sweden: The pupils learn about the development in Finland in the 17th and the 18th century. Objectives related to the learning environments and working methods of history in grades 4–6

In terms of achieving the objectives of the subject, it is important to choose experiential and functional working methods, for example examining various sources, narration, drama, play, and games. The objective is to strengthen the pupils' skills of reading historical texts and environments and to practise producing interpretations independently and together with others. The pupils acquire and utilise historical information in different learning environments, also using information and communication technology. History is a subject that can easily be integrated with other subjects.

Guidance, differentiation, and support in history in grades 4–6

In the instruction of history, the pupils are guided in using an inquiry-based approach to studying and encouraged to interpret, compare, draw conclusions, and apply the acquired knowledge both orally and in writing. The pupils' comprehension of texts is supported by explaining the concepts used in them.

Assessment of the pupil's learning in history in grades 4–6

Assessment in the subject of history aims to guide and encourage the pupils. Feedback is given in order to encourage the pupils to study different historical sources and to produce their own interpretations of them. Diverse techniques of written and oral production and achievement demonstrated through other activities and modes of expression are taken into account in the assessment. Rather than the memorisation of contents, the assessment pays particular attention to the application of knowledge and the development of historical thinking.

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When giving verbal assessments or awarding grades for history, the teacher assesses each pupil's achievement level in terms of the objectives defined in the local curriculum. When determining the achievement level for the 6th-grade school year report, the teacher shall use the national assessment criteria for history. Exploring, learning by doing, and immersion in the past are essential for making progress in studies. In addition, anchoring the knowledge to the cultural environment, perceiving the time perspective, and understanding the agency of humans and the significance of history for humankind and the pupil's own life, now and in the future are also important.

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




Significance, values, and attitudesO1 to guide the pupil to become interested in history as a field of knowledge and a subject that builds his or her identity

C1-C5 The development of the pupil's motivation is not used as a basis for grade formulation. The pupils are guided in reflecting on their experiences as a part of self-assessment.

Acquiring information about the pastO2 to guide the pupil to recognise different sources of history

C1-C5 Recognising historical information sources

The pupil is able to search for historical information in different sources with guidance.

O3 to guide the pupil to notice that historical information can be interpreted in different ways

C1-C5 Perceiving the interpretative nature of historical knowledge

The pupil is able to tell facts from interpretations.

Understanding historical phenomenaO4 to help the pupil to understand different ways of dividing history into eras and using the related historical concepts

C1-C5 Understanding chronology

The pupil recognises the main ways of structuring time in history and is able to give examples of typical features of societies in different times and different eras.

O5 to guide the pupil to understand the motives of human activity

C1-C5 Historical empathy The pupil is able to put himself or herself in the position of a person of the past and to describe the motivations of his or her actions.

O6 to help the pupil to perceive different reasons for historical events and phenomena and their consequences

C1-C5 Understanding causal relationships in history

The pupil recognises and is able to give examples of causal relationships of historical phenomena.

O7 to help the pupil to identify changes in the history of his or her family or community and to

C1-C5 Perceiving change The pupil is able to describe changes and explain why change does not equal progress. Using some examples, the pupil is able to describe how the same

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understand how the same changes may have meant different things to different people

change has had a different meaning for different people and groups.

O8 to teach the pupil to perceive the continuity in history

C1-C5 Recognising continuity

The pupil is able to give examples of the continuity of phenomena from one era to another.

Applying historical knowledgeO9 to guide the pupil to propose reasons for changes

C1-C5 Describing causal relationships

The pupil is able to describe the main features of the causal relationships of some historical phenomena.

O10 to instruct the pupil to explain how interpretations may change as a consequence of new sources or new ways of examining them

C1-C5 Explaining interpretations

Using some examples, the pupil is able to explain why the same event or phenomenon may be interpreted in different ways.

O11 to guide the pupil to explain human activity

C1–C5 Explaining human activity

The pupil is able to describe the studied event or a phenomenon from the point of view of different actors.

14.4.9 SOCIAL STUDIES

The task of the subject of social studies is to support the pupils' growth into active, responsible, and enterprising citizens. The pupils are guided to act in a pluralistic society that understands diversity and respects human rights and equality in accordance with the values and principles of democracy. The task of the subject is to provide the pupils with a knowledge base of how the society works and how citizens can be involved as well as to encourage pupils to become independent societal and economic actors.

In social studies, the pupils are guided to follow topical issues and events and to understand their connection to their own lives. Practice in acquiring and critically evaluating information produced by different actors and applying it in different situations is essential. The pupils are encouraged to participate and be active and constructive in different situations and communities. They are guided to understand that societal decision-making is based on choices between alternative possibilities in order to find consensus.

In grades 4–6, the emphasis of social studies is on the familiarisation with communal life and constructive interaction. The pupils are encouraged to listen to others, to express their opinions, and to justify their views as well as to find their own strengths. The pupils practise decision-making and skills needed for involvement in the school community and interacting with other actors in the local community. In teaching and learning, the pupils’ interest in work, working life, and entrepreneurship as well as different occupations is strengthened. The pupils are familiarised with the basics of managing their personal finances and responsible consumption.

Objectives of the instruction of social studies in grades 4–6

Objectives of instruction Content areas related to the

Transversal competenc

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objectives esSignificance, values, and attitudesO1 to guide the pupil to become interested in the surrounding society and social studies as a field of knowledge

C1-C4

O2 to support the pupil in practising his or her ethical evaluation skills related to different human, societal, and economic questions

C1-C4

Adopting knowledge and skills needed in the society and societal understandingO3 to guide the pupil to become aware of himself or herself as an individual and a member of different communities, to understand the importance of human rights and equality, and to perceive the judicial principles of society

C1-C3 T2, T3, T4, T7

O4 to guide the pupil to reflect on the role and significance of the media in his or her everyday life and in the society

C1-C4 T2, T4, T5

O5 to guide the pupil to perceive the importance of working and entrepreneurship in his or her local community

C1, C4 T3, T4, T6, T7

O6 to support the pupil in understanding that the societal information produced by different actors is affected by different values, perspectives, and motives

C1-C3 T1, T2, T4

Using and applying societal knowledgeO7 to encourage the pupil to practise the basic skills of democratic involvement and to discuss different views constructively

C1-C3 T2, T6, T7

O8 to support the pupil in understanding the basics of managing his or her personal finances and consumer choices as well as in practising the related skills

C1, C4 T3, T4

O9 to encourage the pupil to participate in the activities of different communities and to practise using the media safely and with social awareness

C1, C3 T3, T4, T5, T7

Key content areas related to the objectives of social studies in grades 4–6

The contents are selected to support the achievement of the objectives.

C1 Daily life and personal life management: The pupils are familiarised with the functioning of the society from the perspectives of the individual, the family, and other local communities. They consider how each person can personally influence the safety and comfort of the local community. They also explore working, occupations, using their own money, and managing personal finances as well as responsible consumption in daily situations.

C2 Democratic society: The pupils get acquainted with nearby communities and the rights and duties of their members as well as practise making decisions together. The values and basic principles of democratic action, including human rights, equity, and equality, are examined in teaching and learning. The pupils learn about different cultures and minority groups in Finland.

C3 Active citizenship and involvement: The pupils explore and practise the skills in democratic involvement and acting in the society needed as responsible and active members of different communities, for instance, in the class and the school, in different pastimes and organisations, in the media and economic activity.

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They practice cooperation with actors in the local community. They practise working together with actors in the local community.

C4 Economic activity: The pupils explore economic activity and its significance. They learn about earning and spending money as well as saving and sustainable consumption. Through practical situations, they also become familiar with the way the local economy operates, including local companies, workplaces, and service providers.

Objectives related to the learning environments and working methods of social studies in grades 4–6

In terms of achieving the objectives of social studies, it is essential to use interactive, experiential, and functional working methods in creating knowledge, including simulations, discussions, debates, and drama. The working methods are used to practise communal action, participation, and involvement in the local community. The pupils' everyday life, their pastimes, their personal experiences and their own class, school, and student council as well as other actors in the local community are of particular importance for practising participation. The use of information and communication technology offers a natural way of finding information about society and participating alone and together with others.

Guidance, differentiation, and support in social studies in grades 4–6

In terms of the objectives and nature of the subject, it is essential to guide the pupils to perceive themselves as members of the society and to support their growth into active members of different communities who are able to cooperate. The pupils are supported particularly in finding, understanding, and applying information about the society and economy that is significant for their own lives and future. The pupils are encouraged to participate and to discuss issues. Due to the conceptual nature of the subject, its key concepts are explained and illustrated.

Assessment of the pupil's learning in social studies in grades 4–6

In social studies, assessment and feedback are used to guide and encourage the pupils to participate actively and constructively in their local communities and to apply in practice the society-related knowledge and skills they have learned. Different ways of acting and producing are taken into account in a versatile manner in the assessment. Attention is paid to the pupils' command of societal knowledge and skills.

When giving verbal assessments or awarding grades for social studies, the teacher assesses the pupil's achievement level in terms of the objectives defined in the local curriculum. When assessing the level of achievement for the 6th-grade school year report, the teacher shall use the national evaluation criteria for social studies. In terms of progress in the studies, it is essential that the pupil understands the way the surrounding society works, sees himself or herself as part of the civic society, and becomes aware of his or her responsibility and opportunities for involvement.

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




Significance, values, and attitudes

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O1 to guide the pupil to become interested in the surrounding society and social studies as a field of knowledge

C1-C4 The development of the pupil's motivation is not used as a basis for grade formulation. The pupils are guided in reflecting on their experiences as a part of self-assessment.

O2 to support the pupil in practising his or her ethical evaluation skills related to different human, societal, and economic questions

C1-C4 Skills in ethical evaluation are not used as a basis for grade formulation. The pupils are guided in reflecting on their experiences as a part of self-assessment.

Adopting knowledge and skills needed in the society and societal understandingO3 to guide the pupil to become aware of himself or herself as an individual and a member of different communities, to understand the importance of human rights and equality, and to perceive the judicial principles of society

C1-C3 Examination of common rules and the principles of equality

The pupil is able to explain the significance of common rules and act in accordance with them.The pupil is able to argue why human rights are important and explain what the judicial system is needed for.

O4 to guide the pupil to reflect on the role and significance of the media in his or her everyday life and in the society

C1-C4 Examining the role of the media

The pupil is able to describe what the significance of the media is in his or her life and how different media can be used as tools for involvement.

O5 to guide the pupil to perceive the importance of working and entrepreneurship in his or her local community

C1, C4 Examining the importance of working and entrepreneurship

The pupil is able to give examples of the significance of working and entrepreneurship as a source of livelihood for a family and as the basis of a functional society.

O6 to support the pupil in understanding that the societal information produced by different actors is affected by different values, perspectives, and motives

C1-C3 Perceiving different values, perspectives, and motives

Using examples, the pupil is able to explain how societal information produced by different actors is affected by different values, perspectives and motives.

Using and applying societal knowledgeO7 to encourage the pupil to practise the basic skills of democratic involvement and to discuss different views constructively

C1-C3 Applying in practice the basic knowledge and skills related to democratic involvement and

The pupil is able to apply the principles and skills of acting in a democratic community, including listening, commenting, adapting to majority decisions, and involvement in

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acting together his or her local community.O8 to support the pupil in understanding the basics of managing his or her personal finances and consumer choices as well as in practising the related skills

C1, C4 Applying the basics of managing personal finances and making consumer choices

The pupil is able to justify decisions related to his or her personal finances and able to describe the impacts his or her decisions as a consumer have on other people and the environment.

O9 to encourage the pupil to participate in the activities of different communities and to practise using the media safely and with societal awareness

C1, C3 Media skills The pupil is able to use the media as an instrument of societal thinking and action and reflect on safety aspects related to its use.

14.4.10 MUSIC

Task of the subject


A functional approach to the teaching and learning of music promotes the development of the pupils’ musical skills and understanding as well as holistic growth and cooperation skills. These skills are reinforced by incorporating the pupils’ musical interests, other school subjects, integrative themes, school festivities and events as well as activities outside of school into the teaching and learning of music. The pupils are guided in developing their thinking skills and perception by regularly providing them with opportunities for working with sound and music as well as for composing and other creative production. The pupils learn music in many different ways, which promotes the development of their expression skills.

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


Objectives of instruction Content areas related to the


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objectivesParticipationO1 to encourage the pupil to participate in playing music together and building togetherness

C1-C4 T2, T6, T7

Musical knowledge and skills and creative productionO2 to guide the pupil in the use of natural voice and singing and to develop his or her skills in using body percussion and rhythm, melody, and chord instruments as a member of a music-making group

C1-C4 T2

O3 to encourage the pupil to express music, images, stories, and emotions through movement using his or her whole body

C1-C4 T1, T2

O4 to offer the pupil opportunities for experiential listening of the sound environment and music and to guide the pupil to analyse and describe what he or she has heard

C1-C4 T2

O5 to encourage the pupil to improvise as well as to plan and implement small-scale compositions or multidisciplinary art projects using different tools and information and communication technology

C1-C4 T1, T2, T5, T6

Cultural understanding and multiliteracyO6 to guide the pupil to explore his or her musical experiences and the aesthetic, cultural, and historical diversity of music

C1-C4 T2

O7 to guide the pupil in understanding musical concepts and the principles of music notation in connection with making music

C1-C4 T4

Safety and well-being in musicO8 to guide the pupil to recognise the impacts of music on well-being and to ensure the safety of the music-making and sound environment

C1-C4 T3

Learning-to-learn skills in musicO9 to guide the pupil to develop his or her musical skills by practising, to participate in setting goals for his or her learning, and to assess his or her progress in relation to the goals.

C1-C4 T1


The pupils learn musical knowledge and skills through music making, i.e. singing, playing instruments, listening, moving, improvising, and composing as well as through cross-disciplinary work in artistic subjects. The contents are selected to allow the pupil to familiarise himself or herself with a diverse range of musical cultures and genres. The contents support goal achievement and draw on both the possibilities of the local environment and the pupils' experiences.

C1 Making music together: When making music, attention is paid to acting as a member of a music-making group. The pupils practise the use of natural voice and singing, moving, and basic techniques with body percussion and rhythm, melody, and chord instruments while playing together. The development of diverse expression skills and imagination is essential in teaching and learning.

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C2 Components of music: When making music, attention is paid not only to the basic concepts but also to the development of the ability to understand the musical concepts of rhythm, melody, harmony, form, tone, and dynamics. As the pupils’ knowledge and skills develop, the concepts are named, and established or self-created symbols are used to describe musical phenomena. Attention is also paid to interpretation and means of musical expression in musical activities.

C3 Music in the pupil's life, community, and society: In addition to musical knowledge and skills, the teaching and learning of music includes the pupils' experiences and observations of music and making music in different environments both in and outside of school. The instruction creates connections to other subjects and the pupils' communities, and the pupils reflect on the meanings of music in different life situations and in different times and eras.

C4 Repertoire: When planning the repertoire, attention is paid to the pupils' own cultures, the appreciation of their cultural heritage, and broadening their cultural understanding. A versatile selection of, for example, children's music, music from different cultures, art and popular music as well as folk music is incorporated into the repertoire. The pupils' creative productions and compositions created while making music together are also part of the repertoire.


The aim is to create pedagogically diverse and flexible learning units for music that enable the use of different musical working methods and interactive learning situations as well as joint music making and other musical activities. The joy of learning, an atmosphere that encourages creative thinking, and positive musical experiences inspire the pupils to develop their musical skills. Opportunities for using information and communication technology in music making are created in teaching and learning. Possibilities provided by art and cultural institutions and other partners are also utilised in teaching and learning.


The pupils' different needs, previous learning, and interests are taken into account in the teaching and learning of music and the planning of school work. They affect decisions made on working methods, the use of different music equipment, and group work, while also hearing the pupils. Such decisions help create opportunities for making music together while strengthening each pupil’s study skills and the ability to take initiative.


In music, pupils need guiding and encouraging feedback, particularly in practising their cooperation and musical skills. The feedback guides each pupil to understand music and musical concepts and to develop as a member of a music-making group who is able to contribute to a coherent musical composition.

When giving verbal assessments or awarding grades for music, the teacher assesses the pupil's achievement level in terms of the objectives defined in the local curriculum. When determining the achievement level for the 6th-grade school year report, the teacher shall use the national assessment criteria for music. It is essential to assess particularly the development of the pupil’s skills in making music together as well as the development of conceptual thinking and learning-to-learn skills.

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




ParticipationO1 to encourage the pupil to participate in playing music together and building togetherness

C1-C4 Musical cooperation skills

The pupil takes the other group members into consideration when making music together.

Musical knowledge and skills and creative productionO2 to guide the pupil in the use of natural voice and singing and to develop his or her skills in using body percussion and rhythm, melody, and chord instruments as a member of a music-making group

C1-C4 Singing and playing in a group

The pupil takes part in singing and playing together and strives to include his or her music making as a coherent part of the musical composition.

O3 to encourage the pupil to express music, images, stories, and emotions through movement using his or her whole body

C1-C4 Moving to music

The pupil is able to move to music and to express music using his or her whole body.

O4 to offer the pupil opportunities for experiential listening of the sound environment and music and to guide the pupil to analyse and describe what he or she has heard

C1-C4 Listening to music

The pupil listens to music with concentration and expresses his or her views of it.

O5 to encourage the pupil to improvise as well as to plan and implement small-scale compositions or multidisciplinary art projects using different tools and information and communication technology

C1-C4 Expressing creative musical thinking using different means

The pupil creates his or her own solutions using voice, music, images, or other means of expression and, when necessary, is able to utilise music technology with guidance.

Cultural understanding and multiliteracyO6 to guide the pupil to explore his or her musical experiences and the aesthetic, cultural, and historical diversity of music

C1-C4 Perceiving the meanings of music

The pupil is able to express his or her own perception and experiences of different musical activities

O7 to guide the pupil in understanding musical concepts and the principles of music notation in connection with making music

C1-C4 Understanding musical notation

The pupil masters the studied musical notations and is able to use them when making music together.

Safety and well-being in music

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O8 to guide the pupil to recognise the impacts of music on well-being and to ensure the safety of the music-making and sound environment

C1-C4 Safe use of music equipment

The pupil uses music equipment while taking into account, for example, the sound and music volume as well as other factors related to safety.

Learning-to-learn skills in musicO9 to guide the pupil to develop his or her musical skills by practising, to participate in setting goals for his or her learning, and to assess his or her progress in relation to the goals.

C1-C4 Learning-to-learn and working skills

The pupil sets a goal for developing his or her musical skills and knowledge and acts to achieve this goal when playing music together with others.

14.4.11 VISUAL ARTS

Task of the subject

The task of the subject of visual arts is to guide the pupils to explore and produce images of the culturally diverse reality by the means of arts. Producing and interpreting images reinforces the pupils’ construction of identity as well as cultural competence and communality. The pupils’ own experiences, imagination, and experimentation form the foundation of teaching and learning. The teaching and learning of visual arts develop the pupils' ability to understand phenomena of visual arts, the environment, and other forms of visual culture. The pupils are offered different ways of valuing and affecting reality. Passing on and reshaping traditions is supported by reinforcing the pupils' awareness of cultural heritage. Teaching and learning support the development of the pupils’ critical thinking and encourage them to influence their surroundings and the society. The teaching and learning of visual arts lay a foundation for the pupils' local and global agency.


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

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Visual perception and thinkingO1to encourage the pupil to observe arts, the environment, and other forms of visual culture by using multiple senses and different means of visual arts

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

O2 to encourage the pupil to discuss his or her observations and thoughts and to practise justifying his or her views

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

O3 to encourage the pupil to express his or her observations and thoughts visually and using other modes of producing knowledge

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

Visual productionO4 to guide the pupil to apply different materials, techniques, and means of expression diversely and to practise his or her skills in producing images

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

O5 to guide the pupil to develop his or her visual skills in a goal-oriented manner independently and together with others

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

O6 to guide the pupil to familiarise himself or herself with different modes of visual communication and to use visual means of influence in his or her own images

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

Interpreting visual cultureO7 to guide the pupil to examine images from different perspectives and in different contexts and to reflect on the relationship between reality and fiction

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

O8 to guide the pupil to examine visual arts and other forms of visual culture from the perspective of the artwork, the artist, and the receiver and to reflect on the impacts of historical and cultural aspects on images

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

O9 to inspire the pupil to experiment with means of visual production from different times and cultures in his or her images

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

Aesthetic, ecological, and ethical valuesO10 to guide the pupil to discuss the values expressed in visual arts, the environment, and other forms of visual culture

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

O11 to encourage the pupil to take cultural diversity and sustainable development into account when selecting contents and working practices for visual production

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

Key content areas related to the objectives of visual arts in grades 3–6

The objectives of visual arts are approached by examining the pupils' own visual cultures, the surrounding visual cultures, and the worlds of visual arts. The content areas complement one another, and the connections between them are also examined in teaching and learning. The selection of contents is based on the work, products, and phenomena of visual arts and other forms of visual culture that are meaningful for the pupils. The contents build connections between visual cultures that the pupils are familiar with and those that are new to them. The pupils are encouraged to participate in selecting the contents of instruction, the used imagery, working methods, and tools. The possibilities of the local environment are utilised in the selection of contents.

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C1 Pupils’ own visual cultures: Contents are selected from images created by the pupils and the visual cultures in which the pupils participate independently. The pupils' visual cultures are examined in relation to other visual cultures, and they are used as the basis of visual work. The significance of the pupils’ own visual cultures for their participation in different communities, environments, and contexts is discussed in teaching and learning.

C2 Visual cultures in the environment: The contents are selected from different environments, objects, media cultures, and virtual worlds. Contents are selected diversely from built and natural environments and the media. Contents are also selected from images and visual culture phenomena produced by different communities and groups that reshape the institutionalised visual cultures. Surrounding visual cultures are used as the basis for visual work. The pupils' expanding sphere of life and the significance of media in the society are discussed in teaching and learning.

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


The objective is to provide learning environments and working methods that enable the use of diverse materials, technologies, and means of expression as well as their creative application. An atmosphere that encourages active experimentation and practising is created in teaching and learning. Pedagogical solutions are used to support multi-sensory perception, persistent work, and exploratory and goal-oriented learning of art. Personal needs for visual production are taken into account and suitable ways of working both independently and in a group are enabled in teaching and learning. The aim is to create a school culture that encourages learning and interaction in environments in and outside of school. In grades 3–6, the pupils explore topical phenomena of visual arts and other forms of visual culture in their expanding sphere of life. The pupils are guided towards a cross-disciplinary and thematic approach in arts. The pupils are encouraged to be critical about different sources of information. Technologies and online environments are utilised in teaching and learning diversely, responsibly and safely.


In the provision of guidance, differentiation, and support, the aim is to take into account the pupils' level of social, mental, and motor skills. The individual and communal nature of the learning of visual arts supports the construction of the pupils' identities as well as their participation and well-being. The pupils' individual needs for guidance are taken into account in teaching and learning. When necessary, the instruction is differentiated, for example by choosing different means of expression, working methods, and learning environments. In teaching and learning, the pupils can draw on their strengths and use different working practices and alternative approaches to visual arts. A safe atmosphere that respects diversity and encourages personal production is created for the learning of visual arts, and the pupils receive individual guidance and support. Alternative pedagogical approaches may be needed particularly in the visual expression of observations and emotions and in the development of motor skills. Playfulness, games, and experiences of different sensations can be utilised in the provision of guidance, differentiation, and support.

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The assessment of learning in visual arts and the feedback based on it are encouraging and instructive and take the pupils' individual progress into account. The assessment supports the development of skills in producing and interpreting images, knowledge of visual arts and other forms of visual culture, persistent working practices, and self-assessment skills. The pupils are guided to express their ideas and to appreciate the views of others. The assessment covers all areas of learning in visual arts determined in the objectives of instruction.

When giving verbal assessments or awarding grades for visual arts, the teacher assesses the pupil's achievement level in terms of the objectives defined in the local curriculum. When assessing the achievement level for the 6th-grade school year report, the teacher shall use the national assessment criteria for visual arts. In terms of progress in studies, it is essential to assess the pupil’s progress in developing the skills related to producing, receiving, and interpreting images.

Assessment criteria for visual arts at the end of grade 6 for a verbal assessment describing good knowledge and skills/ numerical grade eight




Visual perception and thinkingO1to encourage the pupil to observe arts, the environment, and other forms of visual culture by using multiple senses and different means of visual arts

C1, C2, C3

Observing visual arts, the environment, and other forms of visual culture

The pupil is able to observe his or her environment and images in it diversely using means of visual arts

O2 to encourage the pupil to discuss his or her observations and thoughts and to practise justifying his or her views

C1, C2, C3

Expressing observations and thoughts verbally

The pupil is able to describe his or her observations related to visual arts, the environment, and other forms of visual culture and to justify his or her ideas verbally

O3 to encourage the pupil to express his or her observations and thoughts visually and using other modes of producing knowledge

C1, C2, C3

Expressing observations and thoughts visually

The pupil is able to express his or her observations and thoughts visually, using not only images but also other modes of producing knowledge

Visual productionO4 to guide the pupil to apply different materials, techniques, and means of expression diversely and to practise his or her skills in producing images

C1, C2, C3

Using visual means of expression

The pupil is able to apply different materials, techniques, and means of expression in visual production

O5 to guide the pupil to develop his or her visual skills in a goal-oriented manner independently and together with others

C1, C2, C3

Developing visual skills

The pupil is able to set goals and strives to develop his or her visual skills independently and as a group member

O6 to guide the pupil to familiarise himself or herself with different

C1, C2, C3

Involvement and participation

The pupil is able to use different visual means of influence to

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modes of visual communication and to use visual means of influence in his or her own images

through images express his or her opinions

Interpreting visual cultureO7 to guide the pupil to examine images from different perspectives and in different contexts and to reflect on the relationship between reality and fiction

C1, C2, C3

Analysing images The pupil is able to analyse the impacts of content, form, and context on different interpretations of images

O8 to guide the pupil to examine visual arts and other forms of visual culture from the perspective of the artwork, the artist, and the receiver and to reflect on the impacts of historical and cultural aspects on images

C1, C2, C3

Using methods of image interpretation

The pupil is able to interpret images from the perspectives of the artwork, the artist, and the receiver and draw on his or her interpretations in discussions

O9 to inspire the pupil to experiment with means of visual production from different times and cultures in his or her images

C1, C2, C3

Using methods of visual production

The pupil is able to utilise different methods of visual production when examining visual arts and other forms of visual culture and when producing his or her own images

Aesthetic, ecological, and ethical valuesO10 to guide the pupil to discuss the values expressed in visual arts, the environment, and other forms of visual culture

C1, C2, C3

Discussing values The pupil is able to express his or her views on the values manifested in art, the environment and other visual culture.

O11 to encourage the pupil to take cultural diversity and sustainable development into account when selecting contents and working practices for visual production

C1, C2, C3

Selecting contents and working practices for visual production

The pupil takes into account the perspectives of cultural diversity and sustainable development in his or her visual production

14.4.12 CRAFTS

Task of the subject

The task of the subject of crafts is to guide the pupils to manage a complete crafts process. Crafts is a subject in which multiple materials are used, and its activities are based on craft expression, design, and technology. The activities include designing and producing a crafts product or piece independently or together with others as well as assessing the crafts process. Making crafts is an exploratory, inventive, and experimental activity in which different visual, material, and technical solutions as well as production methods are used creatively. In crafts, the pupils learn to understand, evaluate, and develop different technological applications and to apply the knowledge and skills learned in school in their daily lives. The pupils develop their spatial awareness, sense of touch, and manual skills, which promotes motor skills, creativity, and design skills. The instruction supports the development of versatile working abilities. The

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significance of crafts lies in the persistent and innovative working process and the positive experience that strengthens self-esteem and brings joy.

The pupils' different interests and shared activities are emphasised in the teaching and learning of crafts. Various transversal themes are studied comprehensively while creating natural connections to other subjects. Knowledge of the surrounding material world lays a foundation for sustainable development and a sustainable way of living. This also includes the pupils' surroundings, the local cultural heritage, and the cultural diversity of the community. The teaching and learning of crafts guides the pupils towards adopting ethical values and becoming informed, active, capable, and entrepreneurial citizens. They are also encouraged to value and express their own craftsmanship and to strive to maintain and develop the culture of crafts.

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




O1 to strengthen the pupil's interest in crafts and to inspire him or her to invent and experiment with crafts while drawing on the local traditions and possibilities

C1-C6 T1, T2

O2 to guide the pupil to perceive and manage a complete crafts process as well as its documentation

C1-C6 T1, T5

O3 to guide the pupil to design and produce a crafts product or piece independently or together with others with confidence in his or her aesthetic and technical decisions

C1-C4 T2, T4, T5

O4 to guide the pupil to recognise concepts as well as to know many different materials and to work with them in a suitable way

C3, C5 T4, T6

O5 to encourage the pupil to engage in persistent and responsible work, to ensure work safety, and to select and use tools and equipment that are suitable for the work

C1-C5 T3, T6

O6 to guide the pupil to use information and communication technology for designing and producing crafts and for documenting the crafts process

C1, C2, C6 T5

O7 to guide the pupil to assess, appreciate and examine interactively his or her own crafts

C6 T1, T4, T7

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process and the processes of others as a wholeO8 to guide the pupil to critically assess different consumer habits and methods of production

C1-C3, C5 T1, T3, T7


The suitable contents of the content areas are used in forming units that include versatile and topical learning assignments for each grade. The pupils learn to know, understand, and apply different materials and techniques creatively while making use of what they have learned in other subjects and learning environments.

C1 Producing ideas: The pupils learn about different approaches to design and draw on their own multisensory experiences. They also observe and analyse objects as well as built and natural environments to produce new ideas. The pupils use and combine different colours, patterns, textures, styles, and shapes. They study and apply the strength and flexibility properties of materials. They examine the structures and the use of energy in materials.

C2 Design: The pupils make a work plan for producing their own product or piece and develop the plan if necessary. They experiment with different materials and techniques in order to develop their ideas into a product or a piece. They practise documenting the plan verbally and/or visually as well as numerically, for example using measurements, quantities, and scales.

C3 Experimentation: The pupils study the properties of materials and the operating principles of the most common machines and tools needed in crafts. They apply this knowledge in their own work. They experiment with a diverse range of materials, including different types of wood, metals, plastics, fibres, wools, fabrics, and recycled materials. They practise with functions produced with the help of programming, such as robotics and automation. On the basis of the experimentation, they develop the product or piece further.

C4 Production: The pupils produce different products and pieces both independently and together with others and use a diverse range of techniques, tools, machines, and equipment. They work according to the plans they have drawn up themselves.

C5 Application: While working, the pupils learn to use the basic concepts of the field of knowledge and get acquainted with safe materials and working practices. They are familiarised with the characteristics of a high-quality product and a safe working culture.

C6 Documentation and assessment: Information and communication technology is used as part of producing ideas, designs, and documentation. The pupils conduct self and peer assessment during the process. They learn to give individual and group feedback.

Objectives related to the learning environments and working approaches of crafts in grades 3–6

A learning environment that supports the learning of crafts consists of suitable and safe facilities, tools, machines, equipment, and materials. The environment also supports the understanding of the operating principles of technology needed in crafts. Information and communication technology offers possibilities for

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using different learning materials and platforms, drawing applications, digital editing of images, as well as producing drawings and models to support the pupils' personal expression and designs. Techniques of both technical and textile crafts are employed.

Learning-by-doing is supported with exploratory learning projects that cross the boundaries of subjects and in cooperation with experts and communities outside the school. The pupils learn about national and international culture and cultural heritage, for example virtually and through visits to museums, exhibitions, and libraries. Visits to exhibitions and companies support the knowledge and skills the pupils have learned at school, and the visits are utilised in learning assignments. Technologies and online environments are used diversely, responsibly and safely in teaching and learning.


In terms of achieving the objectives of the subject, it is essential to take into account the pupils' different abilities and needs in learning crafts and to make decisions on the differentiation of instruction accordingly, for example through the selection of learning environments, working methods and learning assignments. The pupils are supported in developing their crafts skills flexibly and most suitably for themselves and encouraged to enjoy what they are doing. The pupils' own solutions as well as constructing and applying knowledge creatively both independently and together with others is supported. A sufficient amount of time is reserved for guidance and support.


Assessment of learning and the feedback based on it are guiding and encouraging and cover the entire crafts process. The documentation of the different stages of the process serves as a tool for assessment. When giving feedback, the pupil's development is emphasised in a positive manner, and the pupil is encouraged to broaden and advance his or her knowledge and skills. In addition to assessing the learning and adoption of key learning contents, the development of the pupil's diverse craft skills and knowledge is also assessed. In assessment discussions and other feedback, the target of development is clearly indicated, and the pupil is guided to develop his or her performance. The pupils participate in the assessment, and they learn different ways of conducting self and peer assessment. The work and products of the group can be presented and assessed together so that the pupils learn to speak in front of the class and to present their information clearly and in a structured manned as well as to appreciate other people's work and give constructive feedback.

When giving verbal assessments or awarding grades for crafts, the teacher assesses the pupil's achievement level in terms of the objectives defined in the local curriculum. When assessing the achievement level for the 6th-grade school year report, the teacher relies on the national assessment criteria for crafts. In terms of progress in studies, it is essential to assess the complete crafts process, the techniques of working with multiple materials, the fluency of working, and the quality of the products as well as the application of what the pupil has learned in other subjects.

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

Objective of instruction Content Assessment targets in Knowledge and skills for the verbal

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areas the subject assessment good/numerical grade 8O1 to strengthen the pupil's interest in crafts and to inspire him or her to invent and experiment with crafts while drawing on the local traditions and possibilities

C1-C6 Does not affect grade formulation. The pupil is guided in reflecting on his or her experiences as a part of self-assessment.

O2 to guide the pupil to perceive and manage a complete crafts process as well as its documentation

C1-C6 Designing, producing, and assessing the pupil's own work and documentation of the process

The pupil is able to manage a complete crafts process and document its different stages.

O3 to guide the pupil to design and produce a crafts product or piece independently or together with others with confidence in his or her aesthetic and technical decisions

C1-C4 Producing a product The pupil is able to produce a product or a piece according to his or her own or a group’s design, in which aesthetic and functional qualities have been taken into account.

O4 to guide the pupil to recognise concepts as well as to know many different materials and to work with them in a suitable way

C3, C5 Selecting and combining crafts materials and techniques and working with them

The pupil selects, combines, and uses suitable materials and techniques.

The pupil knows and is able to use crafts concepts.

O5 to encourage the pupil in persistent and responsible work, to ensure work safety, and to select and use tools and equipment that are suitable for the work

C1-C5 Working skills The pupil takes responsibility for his or her work and works in a goal-oriented manner.The pupil is able to describe the operating principles of simple devices of daily life.

The pupil is able to use suitable tools, machines, and equipment correctly, safely and appropriately.

O6 to guide the pupil to use information and communication technology for designing and producing crafts and for documenting the crafts process

C1, C2, C6 Using information and communication technology in one’s work

With guidance, the pupil is able to use information and communication technology in designing and producing a crafts product and in documenting the crafts process.

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O7 to guide the pupil to assess, appreciate and examine interactively his or her own crafts process and the processes of others as a whole

C6 Self and peer assessment and feedback

The pupil participates constructively in assessing his or her own and other people's work and in giving peer feedback.

O8 to guide the pupil to critically assess different consumer habits and methods of production

C1-C3, C5 Reflecting on consumer habits and methods of production

The pupil is able to explain how different consumer habits and methods of production affect the life cycles of products.

15.4.1 MOTHER TONGUE AND LITERATURE

LANGUAGE EDUCATION

The development of language proficiency begins in early childhood and continues as a lifelong process. Plurilingual competence develops at home, at school, and during leisure time. It comprises competences of different levels in mother tongues, other tongues, and their dialects. The basic principle of language instruction at school is using the language in different situations. It strengthens the pupils' language awareness and parallel use of different languages as well as the development of multiliteracy. The pupils learn to make observations on texts and interaction practices in different languages, to use the concepts of language knowledge in interpreting texts, and to utilise diverse ways of language learning. The pupils use their skills in different languages as support for all learning in different subjects. The pupils are guided to read texts that are appropriate for their language proficiency and to acquire information needed for studying in different languages.

The pupils are guided to become aware of the multi-layered linguistic and cultural identities they and others have. The significance of minority languages and endangered languages is also discussed in teaching and learning. Teaching and learning support the plurilingualism of pupils by utilising all languages, including those used by pupils in their leisure time. Teaching and learning strengthen the pupils' trust in their language learning abilities and in using their language proficiency confidently, even when it is limited. Cooperation between different subjects is a precondition for language education.

Task of the subject

The description of the task, the objectives related to learning environments and working methods as well as guidance, differentiation, and support, and the assessment of the pupil's learning apply to all syllabi in the subject mother tongue and literature.

The task of the instruction of mother tongue and literature is to develop the pupils' literacy, language proficiency, and interaction skills and guide them towards developing an interest in language, literature, and other forms of culture and gaining awareness of themselves as communicators and language users. The development of the pupils’ everyday literacy is supported so that they learn to conceptualise observations and phenomena, verbalise their ideas, and develop their creativity.

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In cooperation with other school subjects and the guardians, the instruction of mother tongue and literature provides the pupils with language education and helps them to build their linguistic and cultural identities in a multicultural and media-centred society. Mother tongue and literature is a multidisciplinary subject comprising practical, cognitive, and cultural elements. The instruction is based on a broad definition of text. Skills in interpreting and producing multimodal texts and the acquisition and sharing of information are essential. Literature that is age-appropriate and suitable for the pupils' language proficiency strengthens the versatile development of creativity and imagination and expands the pupils' understanding of their potential for linguistic expression. Literature connects the pupil to his or her culture and broadens the perception of other cultures.

The pupils are encouraged in constructive and responsible interaction in different communication environments. As part of ethical education, the pupils are guided to understand the impacts of their linguistic and communication choices on other people. Out of metacognitive competences, the strategic skills of interpreting and producing texts are emphasised in the instruction of mother tongue. The task of linguistics instruction is to support and develop language awareness and language observation skills. The instruction is based on a social and functional perception of language: the structures of language are studied in age-appropriate language-use situations and while working with text genres suitable for the age group. The instruction proceeds in steps in accordance with the pupils' developmental stage.

The instruction familiarises the pupils with a wide range of cultural contents, of which literary art, the media, drama, theatre as well as speech and communication culture are of key importance. Literary art includes writing and interpreting literature. The instruction of literature aims at encouraging the pupils to read and to obtain and share experiences, deepening the pupils' cultural knowledge, supporting ethical growth, and enriching the pupils' language and imagination. Drama strengthens the functional, experiential, and aesthetic nature of the subject. Media education supports the interpretation and production of media contents and understanding them as cultural phenomena. The instruction of speech and communication cultures strengthens interaction and communication skills.

Key motivation factors in learning mother tongue and literature are learning topics that are meaningful for the pupils and the pupils' experiences of participation. The pupils' interest is promoted by creating opportunities for being active and making personal choices and by acknowledging and expanding the pupils' textual world and experiences. Each pupil's uniqueness, equity, and gender equality are taken into account in the instruction, learning environments, and teaching methods. This makes it possible to support both advanced students and those struggling with learning difficulties. Cooperation is important in the instruction of different mother tongue and literature syllabi.

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

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Objectives related to the learning environments and working methods of mother tongue and literature in grades 7–9

The objective is to create a collaborative learning environment that promotes the pupils' learning-to-learn skills and offers plenty of linguistic stimuli and opportunities for searching for, using, and producing information even in extensive texts, also in multimedia environments. The learning environment of mother tongue and literature is expanded with cultural and media offerings outside of school. Working methods are selected to strengthen the pupils' command of strategies for reading comprehension and to allow them to develop more fluent processes of text production. Texts are produced independently and together with others, also by using information and communications technology. Instruction is provided in an integrated form using process and project work and selecting working methods that allow a natural integration of the content areas of the subject. Drama is integrated in the teaching of different content areas, particularly literature and other subjects. For example, the instruction of mother tongue and literature may be integrated with foreign languages, history, geography and visual arts in a natural way. Interaction exercises are used to strengthen each pupil's image of himself or herself as a communicator.

Guidance, differentiation, and support in the subject of mother tongue and literature in grades 7–9

The objective of the instruction is to support the pupils' learning at school and outside of school by helping them to find and use study strategies suitable for them and to recognise their own strengths. The pupils are guided to find and select interesting texts that are suitable for their personal reading skills and styles from among diverse texts and encouraged to read literature and other texts on their own initiative. The pupils are also instructed to act safely and responsibly in media environments. The pupils get individual guidance and feedback to help them develop their interaction and text production skills. The pupils receive guidance and support for their possible linguistic learning difficulties, learning of concepts, and verbalising their thoughts. Linguistically talented pupils are also supported, for example in taking on reading challenges, finding working practices appropriate for them, and setting goals. Texts and working methods are selected to ensure the equity and gender equality among the pupils.

Assessment of the pupil's learning in mother tongue and literature in grades 7–9

In grades 7–9, assessment of the pupil's learning is versatile, instructive, and encouraging. Encouraging and constructive feedback supports the pupils in developing their motivation and linguistic abilities and helps them find their strengths. The pupils are regularly provided information on the progress of their learning and performance in proportion to the objectives. Assessment is an integral part of the learning process. Valid feedback that supports learning is used to help the pupils become aware of their own knowledge, skills, and working processes and to provide the pupils with tools for developing them In grades 7–9, all four objective areas are equally important in assessing the pupils' learning. The assessment of these areas is based on versatile verbal and written tasks and observations by the teacher in different language use and text analysis situations. The pupils shall be given an opportunity to demonstrate their knowledge and skills in versatile ways. Peer assessment is practised in addition to self-assessment.

The final assessment of the subject is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in the subject at the conclusion of his or her studies. The final grade is formulated by relating the pupil's achievement level to the national final assessment criteria for the syllabus in question. Knowledge and skills

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in the subject develop cumulatively. All national final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the local curriculum. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.



The task, the objectives related to learning environments and working methods as well as guidance, differentiation, support, and the assessment of the pupil's learning all described in the section of mother tongue and literature also apply to the syllabus in Finnish language and literature.

The specific objective of the syllabus in Finnish language and literature is to develop the pupils' Finnish language proficiency, multiliteracy, and interaction skills as well as to familiarise them with literature and culture. The instruction supports the pupils in developing multiliteracy and language awareness and in building their linguistic identities. The pupils are guided in understanding the meaning and status of the Finnish language, literature, and other forms of culture in a multicultural and multilingual society. The pupils are guided in perceiving how linguistic, media, and cultural knowledge acquired outside of school supports their learning of the Finnish language.


In grades 7–9, the special task of teaching and learning is to diversify multiliteracy and learning-to-learn and interaction skills. The pupils expand their linguistic and cultural knowledge as well as their textual world. The pupils are guided to use language, expression, and communication appropriate to the situation in different contexts. Language and interaction skills needed for further studies and working life are taken into account. In the instruction of literature, the pupils are encouraged to experiential and versatile reading.




Acting in interactive situationsO1 to guide the pupil in developing his or her competence in a goal-oriented, motivated, ethical, and constructive way of acting in different communication environments

C1 T2, T3, T6, T7

O2 to encourage the pupil to diversify his or her group communication skills and develop skills in justifying his or

C1 T1, T2, T3, T7

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her views and linguistic and communication choicesO3 to instruct the pupil to diversify his or her self-expression skills in different communication and presentation situations, also using the modes of drama.

C1 T1, T2, T3, T7

O4 to encourage the pupil to advance his or her self-image as a communicator in order to learn to observe his or her own communication and recognise strengths and development areas in different contexts of communication, including multimedia environments

C1 T1, T2, T6, T7

Interpreting textsO5 to guide the pupil in developing strategies and metacognitive skills needed in understanding, comprehending, and analysing texts and in learning to assess his or her development needs in reading

C2 T1, T2, T4

O6 to offer the pupil versatile opportunities for selecting, using, interpreting, and evaluating diverse fictional, non-fiction and media texts

C2 T1, T2, T4, T5

O7 to guide the pupil to develop analytical and critical literacy, to practise making observations from texts and interpreting them using appropriate concepts, and to establish and expand his or her vocabulary and resource of concepts

C2 T1, T2, T4

O8 to encourage the pupil to develop his or her skill of evaluating information acquired from various sources and using the information appropriately

C2 T2, T4, T5, T6

O9 to encourage the pupil to expand his or her interest in fictional text and literary genres new to him or her, to diversify his or her reading, listening, and viewing experiences and the ways of sharing them, and to deepen the understanding of the elements of fiction

C2 T1, T2, T4, T5

Producing textsO10 to encourage the pupil to express his or her thoughts by writing and producing diverse texts and to help the pupil recognise his or her strengths and development needs as a producer of text

C3 T2, T4, T5, T7

O11 to offer the pupil opportunities for producing narrative, descriptive, instructive, and most importantly, argumentative and reflective texts, also in multimedia environments, and to help the pupil choose ways of expression appropriate to each text genre and situation

C3 T2, T4, T5

O12 to guide the pupil in developing his or her text production processes and to provide the pupil with opportunities for producing text together with others as well as to encourage the pupil to strengthen his or her skills in providing and receiving feedback and assessing himself or herself as a producer of text

C3 T2, T4, T5, T6

O13 to guide the pupil to further the fluency of his or her writing and strengthen ICT-competence in the production of texts, to deepen his or her understanding of writing as communication and to strengthen his or her command of standard language by providing information on the

C3 T2, T4, T5, T6

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conventions of written languageO14 to develop the pupil’s competence in strengthening his or her skills in managing and using information, diversifying the use of sources, and the command of citation techniques in his or her texts, and to instruct the pupil to act ethically online, respecting privacy and copyrights

C3 T2, T4, T5, T7

Understanding language, literature, and cultureO15 to guide the pupil to advance his or her language awareness and become interested in language phenomena as well as to help the pupil recognise linguistic structures, different registers, tones, and stylistic characteristics and to understand the significances and consequences of linguistic choices

C4 T1, T2, T4

O16 to encourage the pupil to expand his or her perception of literature and culture, familiarise him or her with literary history, modern literature, and different literary genres as well as to help the pupil consider the meaning of literature and culture in his or her own life and provide him or her with opportunities for gathering and sharing reading and other cultural experiences

C4 T1, T2, T4

O17 to guide the pupil to familiarise himself or herself with the linguistic and cultural diversity in Finland and the history and the features of the Finnish language, to help the pupil reflect on the meaning of mother tongue and become aware of his or her own linguistic and cultural identity, and to encourage the pupil to become an active user and creator of culture

C4 T2, T4, T6, T7


C1 Acting in interactive situations: The pupils strengthen their skills of acting in different interactive situations, including those outside of school, and observe the impressions and meanings of their own and other people's communication. The pupils practise their listening and speaking skills in situations involving conceptualisation, debate, negotiation, and problem solving. The pupils make observations on linguistic features characteristic of communication situations and adopt them as a part of their language use. They familiarise themselves with theatre as an art form and the methods of theatrical expression using tools of drama. The pupils practise their skills in using the methods of speech and all-round expression in expressing themselves. They practise illustrating their ideas and giving oral presentations for which they have prepared beforehand. They practise assessing their own interaction skills and communication approaches and perceiving development needs in them.

C2 Interpreting texts: Text interpretation skills are furthered by reading and exploring various forms of fiction, non-fiction, and printed, electronic, and audiovisual media texts. In teaching and learning, the text comprehension strategies are deepened and the development of reading skills is monitored. The pupils familiarise themselves with different reflective and argumentative texts and their rhetoric and key linguistic features, such as separating opinion and fact, persuasion, expression of certainty, attitudes, and affection, direct or indirect ways of referring to a person, summarising, indicating interdependencies, argumentation,

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and rhetorical devices. The pupils familiarise themselves with texts combining image, sound, and writing and their modes of expression. They reflect on the purposes and target groups of texts and ask questions as critical readers. The pupils empathise with what they read, reflect on their own lives through what they have read, and share reading experiences. They expand their reading pursuits from youth literature to other fiction and non-fiction. They practise their skills in analysing and interpreting literature and use concepts more frequently in examining and comparing texts. The pupils recognise and interpret metaphors and symbols in language and advance their awareness of the linguistic and narrative features of fiction. They familiarise themselves with the stages of searching for information and diverse sources of information and evaluate their reliability.

C3 Producing texts: The pupils produce various fictional and non-fictional texts, including written and spoken, visual, audiovisual, and online texts. They practise producing texts in stages. Feedback is given and received during the different stages. The pupils learn about the aims and assessment criteria of different kinds of texts. They study the textual, visual, and linguistic features of narrative, descriptive, instructive, and especially of reflective and argumentative texts and utilise this knowledge when producing their own texts. The pupils practise targeting texts and adapting language and other forms of expression to suit different groups and purposes. They examine the elements of written texts and utilise this knowledge in their own texts. They expand their understanding of the characteristics of written standard language: perceive the structures of paragraphs, clauses, and sentences (different paragraph structures, main and subordinate clauses, non-finite clauses, sentence constituents, phrases) and learn to use forms of expressing relations and making references. The pupils observe different ways of expressing time and attitudes and practise using them in their own texts. They examine register and stylistic characteristics related to vocabulary and learn to select suitable expressions for each text. They learn to use the conventions of standard written language when producing and editing their own texts. The pupils improve their skills in producing texts needed in their studies, including summaries, notes, and citations. They familiarise themselves with copyrights and comply with them when producing their own texts.

C4 Understanding language, literature, and culture: The pupils examine texts and their meanings and use concepts suitable for analysing texts. The pupils make observations on linguistic structures, features typical for different registers and styles and the influence of linguistic choices on the style and tone of a text. They familiarise themselves with the status of languages in Finland, linguistic relationships between languages, languages related to Finnish, variation in and development of the Finnish language, and the principles of language planning. The pupils compare Finnish with other languages that they are familiar with and familiarise themselves with typical features of phonology, morphology, and syntax of the Finnish language. They examine the way languages influence one another in terms of vocabulary and proper names. The pupils familiarise themselves with the concept of culture and its different forms, such as folk traditions, film, theatre, speech culture, and media culture. The pupils are provided with opportunities for creating culture. They familiarise themselves with the main literary genres, some subgenres, key literary movements and the periods of general and Finnish literature. The pupils read youth literature, classics, and modern literature, as well as non-fiction. They are encouraged use library services actively and diversely.

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



Knowledge and skills for the grade 8

Acting in interactive situations

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O1 to guide the pupil in developing his or her competence in a goal-oriented, motivated, ethical, and constructive way of acting in different communication environments

C1 Interaction in different communication environments

The pupil knows how to act to achieve his or her goals in diverse communication environments and situations, indicates that he or she understands the contributions of others and is able to observe the impacts of his or her communication on others.

O2 to encourage the pupil to diversify his or her group communication skills and develop skills in justifying his or her views and linguistic and communication choices

C1 Interaction in a group

The pupil is able to express his or her opinion and give convincing arguments for it. The pupil takes the views of others into account and cooperates with them in interactive situations.

O3 to guide the pupil to diversify his or her overall skills in expressing himself or herself in different communication and public speaking and performance situations, also using the modes of drama.

C1 All-round expression and public speaking and performing skills

The pupil is able to express himself or herself and use modes of all-round expression according to the objective and situation. The pupil is able to present both spontaneous and prepared speeches or oral presentations and takes his or her audience into account and uses some illustrative means in the presentation.

O4 to encourage the pupil to advance his or her self-image as a communicator in order to learn to observe his or her own communication and recognise strengths and development areas in different contexts of communication, including multimedia environments

C1 Development of interaction skills

The pupil is able to assess his or her interaction skills based on the feedback he or she has received and to identify development needs.

Interpreting textsO5 to guide the pupil in developing strategies and metacognitive skills needed in understanding, comprehending, and analysing texts and in learning to assess his or her development needs in reading

C2 Strategies of text comprehension

The pupil is able to use text comprehension strategies independently.The pupil is able to assess his or her own reading skills and identifydevelopment needs.

O6 to offer the pupil versatile opportunities for selecting, using, interpreting, and evaluating diverse fictional, non-fiction and media texts

C2 Diversification of textual world and multiliteracy

With guidance, the pupil is able to use and interpret diverse texts of varying styles and also texts that are new to him or her.

O7 to guide the pupil to develop analytical and critical literacy, to practise making observations from texts and interpreting them using appropriate concepts, and to establish and expand his or her vocabulary and resource of concepts

C2 Analysing and interpreting texts

The pupil is able to examine texts critically, recognise text genres, and describe certain linguistic and textual features in reflective, argumentative, and instructive texts using appropriate concepts. The pupil understands that texts

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have different goals and purposes.

O8 to encourage the pupil to develop his or her skill of evaluating information acquired from various sources and using the information appropriately

C2 Information acquisition skills and source criticism

The pupil is able to identify the key stages of information acquisition and knows where and how to search information. The pupil is able to evaluate the usability and reliability of sources.

O9 to encourage the pupil to expand his or her interest in fictional text and literary genres new to him or her, to diversify his or her reading, listening, and viewing experiences and the ways of sharing them, and to deepen the understanding of the elements of fiction

C2 Analysis and interpretation of fictional texts and sharing reading experiences

The pupil is able to interpret fictional texts, use key concepts when discussing the texts and connect the texts to a certain context.The pupil independently finds reading, listening and viewing material appropriate for him or her and the situation. The pupil reads several books and knows how to share his or her reading experiences.

Producing texts

O10 to encourage the pupil to express his or her thoughts by writing and producing diverse texts and to help the pupil recognise his or her strengths and development needs as a producer of text

C3 Expression of thoughts, diversification of textual world, and multiliteracy

With guidance, the pupil produces also new kinds of texts andexperiments with different approaches to text production and with expressing his or her views. The pupil is able to describe himself or herself as a producer of texts.

O11 to offer the pupil opportunities for producing narrative, descriptive, instructive, and most importantly, argumentative and reflective texts, also in multimedia environments, and to help the pupil choose ways of expression appropriate to each text genre and situation

C3 Command of text genres

With guidance, the pupil is able to produce narrative, descriptive, instructive, and most importantly reflective and argumentative texts and use modes of expression characteristic of them.

O12 to guide the pupil in developing his or her text production processes and to provide the pupil with opportunities for producing text together with others as well as to encourage the pupil to strengthen his or her skills in providing and receiving feedback and assessing himself or herself as a producer of text

C3 Command of text production processes

The pupil is able to identify stages of text production and knows how to work according to them independently and in a group.The pupil gives and receives feedback on texts and is able to assess his or her text production skills and to identify development needs in them.

O13 to guide the pupil to further the fluency of his or her writing and strengthen ICT-competence in the

C3 Command of the conventions of written language

The pupil is familiar with the basic structures of written texts and the features of standard written

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production of texts, to deepen his or her understanding of writing as communication and to strengthen his or her command of standard language by providing information on the conventions of written language

and writing skills language and is able to use this knowledge when writing and editing texts. The pupil writes fluently by hand and by using information and communication technology.

O14 to develop the pupil’s competence in strengthening his or her skills in managing and using information, diversifying the use of sources, and the command of citation techniques in his or her texts, and to instruct the pupil to act ethically online, respecting privacy and copyrights

C3 Presenting and managing information and ethical communication

The pupil is able to use information acquired from different sources in his or her own texts.The pupil knows how to make notes, summarise the information he or she has acquired, and use sources in his or her own text.The pupil complies with copyright laws and knows how to cite his or her sources.

Understanding language, literature, and culture

O15 to guide the pupil to advance his or her language awareness and become interested in language phenomena as well as to help the pupil recognise linguistic structures, different registers, tones, and stylistic characteristics and to understand the significances and consequences of linguistic choices

C4 Development of language awareness

The pupil is able to describe the linguistic and textual features of texts, consider their meanings, and describe differences between various registers and styles.

O16 to encourage the pupil to expand his or her perception of literature and culture, familiarise him or her with literary history, modern literature, and different literary genres as well as to help the pupil consider the meaning of literature and culture in his or her own life and provide him or her with opportunities for gathering and sharing reading and other cultural experiences

C4 Development of knowledge of literature, cultural awareness, and reading as a pastime

The pupil is familiar with and understands cultural diversity and is able to describe his or her own cultural experiences. The pupil is familiar with periods of literature and the roots of the Finnish culture.The pupil is familiar with the main literary genres and reads the agreed books.

O17 to guide the pupil to familiarise himself or herself with the linguistic and cultural diversity in Finland and the history and the features of the Finnish language, to help the pupil reflect on the meaning of mother tongue and become aware of his or her own linguistic and cultural identity, and to encourage the pupil to become an active user and creator

C4 Perceiving the significance and status of language

The pupil is able to describe the linguistic and cultural diversity in Finland.The pupil is able to describe the significance of mother tongues and features of the Finnish language and its status among other languages.

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of culture

15.4.12 HISTORY

Task of the subject

The task of the subject of history is to develop the pupils' knowledge of history and cultures and to encourage them to adopt the principles of responsible citizenship. Knowledge about the past is used to guide the pupils to understand the development that has led to the present time, to appreciate the value of mental and material work as well as to reflect on future choices. The pupils are guided to perceive the importance of the individual as a historical actor and to comprehend factors underlying activities and human motivations. The aim is to support the pupils in building their identity and to promote their growth into active members of the society who understand diversity.

In the teaching and learning of history, the pupils focus on critical analysis of information produced by different actors and the dimensions of historical source material. The pupils also focus on the premise of historical research according to which the aim is to form a perception of the past that is as reliable as possible based on available evidence. The objective of the instruction is to support the development of textual skills related to history: the ability to read and analyse sources produced by actors of the past and to competently interpret their meaning and significance.

The pupils are guided to understand that historical information is open to interpretations and has multiple perspectives and to explain changes and continuity apparent in historical development. The instruction of history helps the pupils recognise the society’s values and tensions in them, as well as their changes in different times.

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

Objectives of instruction in history in grades 7–9



Significance, values, and attitudesO1 to strengthen the pupil's interest in history as a field of knowledge and as a subject that builds his or her identity

C1–C6 T1-T7

Acquiring information about the pastO2 to activate the pupil to acquire historical information from diverse age-appropriate sources and to evaluate their reliability

C1–C6 T1-T5

O3 to help the pupil understand that historical information can be interpreted in different ways

C1–C6 T1, T2, T4

Understanding historical phenomenaO4 to strengthen the pupil's ability to understand historical time and the related concepts

C1–C6 T1, T2, T3

O5 to guide the pupil in understanding factors that have influenced C1–C6 T1-T4, T6, T7

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human actions and decision-making in different historical situationsO6 to help the pupil to consider different reasons for historical events and phenomena

C1–C6 T1, T2, T4

O7 to guide the pupil to analyse historical change and continuity C1–C6 T1, T2, T4Applying historical knowledgeO8 to encourage the pupil to make interpretations C1–C6 T1, T2, T4O9 to guide the pupil to explain the intentions of human activity C1–C6 T1-T4, T7O10 to guide the pupil to explain why historical information can be interpreted and used differently in different situations and to critically evaluate the reliability of interpretations

C1–C6 T1, T2, T4, T5

O11 to guide the pupil in developing his or her competence in using a variety of sources, comparing them, and forming his or her own justified interpretation based on those sources

C1–C6 T1, T2, T4, T5

O12 to guide the pupil to evaluate alternative futures based on his or her knowledge of history

C1–C6 T1-T7

Key content areas related to the objectives of history in grades 7–9

The contents are selected to support the achievement of the objectives. In the key content areas, attention is paid to the history of the pupil's family, region, and local area, when appropriate. Content areas may be dealt with either chronologically or thematically.

C1 The origins and development of the industrial society: The pupils familiarise themselves with a phenomenon that has changed the lives of human beings and the relationship between humans and nature as well as the world.

C2 People changing the world: The pupils familiarise themselves with social ideologies, their significanceand consequences as well as how people have been able to make an impact in their time.

C3 Creating, building, and defending Finland: The pupils familiarise themselves with the significance of culture for building identity during the time of autonomy and with the beginnings of independent Finland.

C4 The Great War era: The pupils familiarise themselves with the World Wars, the Cold War and surviving awar, particularly from the viewpoint of ordinary people and human rights issues. The pupils learn aboutcrimes against humanity, such as the Holocaust and other forms of persecution as well as the promotion ofhuman rights.

C5 Building the welfare state: The pupils explore the history of everyday life and the origins of the currentway of life in Finland. In addition to benefits development has brought the individual, the pupils learn aboutthe change in the economic structure, service professions becoming more commonplace, as well asurbanisation.

C6 The origins of the world politics of today: The pupils explore the shared history of developed anddeveloping countries and the origins of new kinds of political tensions in the world as well as solutions forthem.

Objectives related to the learning environments and working methods of history in grades 7–9

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The studied contents are connected to the key concepts of social studies by exploring the historical roots of current events.

In order to achieve the objectives of the subject, it is essential to emphasise inquiry-based working methods, for example exploring different age-appropriate first and second-hand sources and using open learning environments in historical research assignments. The objective is to encourage the pupils to make their own interpretations and evaluate diverging interpretations.

The pupils are encouraged to acquire information of the history culture outside the school, such as games, films, and literature, and to develop their historical thinking skills and critical evaluation skills through them.

Guidance, differentiation, and support in history in grades 7–9

In history studies, the pupils are encouraged to make versatile observations, communicate, produce, and interpret text and speech as well as use drama and visual expression. When necessary, pupils are guided in understanding different texts by simplifying them and explaining the concepts used in them.

The pupils' understanding of some of the concepts used in the instruction of history (such as society and democracy) is deepened throughout the entire basic education as the pupils progress from concrete to abstract thinking.

Assessment of the pupil's learning in history in grades 7–9

In the subject of history, the aim of feedback is to encourage the pupils to make their own interpretations and argue their views. In addition to written assignments, the pupils' diverse was of working and producing shall be taken into account in the assessment. Rather than the memorisation of contents, the assessment pays attention to the application of knowledge and command of historical thinking.

The final assessment of history is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in history at the conclusion of his or her studies. The final grade is formulated by relating the pupil's achievement level to the national final assessment criteria for history. The development of historical competence is a cumulative process in which the studied contents are used to reinforce the pupils' historical thinking. All national final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the local curriculum. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.

Final assessment criteria for good knowledge and skills in history (numerical grade 8) at the conclusion of the syllabus

The objective of the instruction of history is

Content areas



Significance, values, and attitudesO1 to strengthen the pupil's C1–C6 Not used as a principle for grade

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interest in history as a field of knowledge and as a subject that builds his or her identity

formulation. The pupil is guided in reflecting on his or her experiences as a part of self-assessment.

Acquiring information about the pastO2 to activate the pupil to acquire historical information from diverse age-appropriate sources and to evaluate their reliability

C1–C6 Acquiring historical information

The pupil is able to search for information from different historical sources of information and detects differences in their reliability.

O3 to help the pupil understand that historical information can be interpreted in different ways

C1–C6 Interpreting sources The pupil is able to read and interpret different sources.

Understanding historical phenomenaO4 to strengthen the pupil's ability to understand historical time and the related concepts

C1–C6 Understanding chronology

The pupil is able to place the studied topics into their temporal contexts and thus in a chronological order.

O5 to guide the pupil in understanding factors that have influenced human actions and decision-making in different historical situations

C1–C6 Historical empathy The pupil is able to put himself or herself in the position of a person of the past and to describe the motivations of his or her actions.

O6 to help the pupil to consider different reasons for historical events and phenomena

C1–C6 Understanding causal relationships in history

The pupil is able to separate factors explaining historical events or phenomena from less important factors.

O7 to guide the pupil to analyse historical change and continuity

C1–C6 Understanding change and continuity

The pupil is able to explain why in some spheres of life, people once acted differently than people act today and in other spheres in a similar way.

Applying historical knowledgeO8 to encourage the pupil to make interpretations

C1–C6 Interpreting history The pupil knows how to form his or her own justified interpretation is able to form justified interpretations of historical events.

O9 to guide the pupil to explain the intentions of human activity

C1–C6 Explaining human activity

The pupil is able to describe the intentions of human activity.

O10 to guide the pupil to explain why historical information can be interpreted and used differently in different situations and to critically evaluate the reliability of interpretations

C1–C6 Explaining and evaluating historical interpretations

The pupil is able to evaluate the reliability of interpretations of historical events or phenomena.

O11 to guide the pupil in developing his or her competence in using a variety of sources, comparing them, and forming his or her own

C1–C6 Producing historical knowledge

The pupil is able to answer questions about the past by using information he or she has obtained from different sources.

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justified interpretation based on those sourcesO12 to guide the pupil to evaluate alternative futures based on his or her knowledge of history

C1–C6 Knowledge of history The pupil is able to describe how interpretations of the past are used to justify choices made for the future.

15.4.13 SOCIAL STUDIES

Task of the subject

The task of the subject of social studies is to support the pupils' growth into active, responsible, and enterprising citizens. The pupils are guided to act in a pluralistic society that understands diversity and respects human rights and equality in accordance with the values and principles of democracy.

The task of the subject is to provide the pupils with a knowledge base of how the society works and how citizens can be involved as well as to encourage pupils to become independent societal and economic actors.

In social studies, the pupils are guided to follow topical issues and events and to understand their connection to their own lives. They practise their skills in critically acquiring and assessing information produced by different actors as well as applying it in different situations.

The pupils are encouraged to participate and be active and constructive in different situations and communities. They are guided to understand that societal decision-making is based on choices between alternative possibilities in order to find consensus.

In grades 7-9, the instruction emphasises the pupils’ opportunities and skills of democratic involvement as well as their responsibility in choices concerning their own lives. The pupils practise decision-making and involvement in the school community and with other actors in the local community.

In the instruction, attention is paid to structures of the society and communal life as well as the concepts related to them. The pupils are guided to evaluate societal and economic issues and to compare the different opinions and ways of acting connected to them from the point of view of different groups of people and value objectives. When studying societal topics, the viewpoint is expanded to also cover global issues.

Objectives of instruction in social studies in grades 7–9



Significance, values, and attitudesO1 to guide the pupil to deepen his or her interest in the surrounding society and social studies as a field of knowledge

C1-C4 T4, T7

O2 to guide the pupil to practise his or her ethical evaluation skills related to different human, societal, and economic questions

C1-C4 T1, T2, T4, T7

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Adopting knowledge and skills needed in the society and societal understandingO3 to guide the pupil to perceive the principles of the constitutional state and the universal significance of human rights as well as to deepen his or her knowledge of the operation of the Finnish legal system

C2, C3 T2, T4, T7

O4 to guide the pupil to deepen and update his or her knowledge and skills related to the society, the functioning of economy, and private finances as well as to critically evaluate the role and significance of the media

C1-C3 T3, T4, T5

Using and applying societal knowledgeO5 to encourage the pupil to become entrepreneurial and responsible economic actor with knowledge of entrepreneurship and working life as well as of the opportunities provided by them and with the ability to plan his or her own future

C1, C4 T1, T4, T7, T6

O6 to guide the pupil to examine societal activity as well as different communities and minority groups diversely and with an open mind

C1, C2, C3 T2, T4

O7 to guide the pupil in understanding the principles of decision-making and democratic practices on local, national, and European Union level as well as globally and in being an active citizen who develops his or her local community

C1-C3 T1, T4, T7

O8 to guide the pupil to understand the basics of economy, to manage his or her personal finances, and to act as a responsible consumer with the principles of sustainable development

C1, C4 T2, T4, T6, T7

O9 to guide the pupil to expand his or her views on the society and to participate in societal activity and discussion as well as to use his or her media skills and knowledge of the society in forming his or her views and in acting as a citizen

C1-C4 T1, T2, T7

Key content areas related to the objectives of social studies in grades 7–9

The contents are selected to support the achievement of the objectives.

C1 Daily life and personal life management: The pupils familiarise themselves with the responsibilities, obligations, rights of the individual and the management of personal life and finances. The pupils learn about different opportunities for planning their future by familiarising themselves with working life and industries. The promotion of the well-being and security of the pupils and their communities, such as families, is discussed.

C2 Democratic society: The pupils explore the principles and practices of the society and the constitutional state. They become familiarised with human rights and international conventions related to them. Social structures and exercise of authority are included in the contents of the instruction. The pupils also examine how opinions are channelled into actions and decision-making by the individual, organisations, the media, and public authority in Finland and internationally.

C3 Active citizenship and involvement: The pupils familiarise themselves with different channels and means of involvement. The development of skills needed in civic involvement, working life, and economic

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activity is supported by providing the pupils with authentic opportunities for active, responsible, and constructive cooperation and involvement both in the daily school life and with actors outside of school.

C4 Economic activity: The pupils familiarise themselves with the basic concepts, phenomena, and key actors of the economy and also examine the economy from the viewpoints of sustainable development and different economic actors. They also become acquainted with economic and welfare issues, for example through work, professions, and entrepreneurship. Local and global viewpoints are taken into account in the examination of economic phenomena.

Objectives related to the learning environments and working methods of social studies in grades 7–9

The objective is to support the pupils' growth into active citizens by using diverse functional working approaches. It is essential to continuously follow, analyse, and discuss current issues and events. Interaction with different actors in the society is also important. Multidisciplinary working approaches may also be used in the instruction, for example in the context of different projects. In addition to the collaborative working methods, inquiry-based learning is emphasised. Examining the media and utilising information and communication technology has a key role in learning.

Guidance, differentiation, and support in social studies in grades 7–9

In terms of the objectives and the nature of the subject, it is essential to guide the pupils to perceive themselves as members of the civic society and to support their growth into active members of different communities. The pupils’ versatile communication, participation, and collaboration is supported with practical exercises. The pupils practise acquiring, understanding, and applying information about the society and economy and evaluate its meaning not only from their personal but also from a general viewpoint. The conceptual nature of the subject and explaining figures, graphs, and statistics, for instance, are taken into account in the planning of the instruction and working methods.

Assessment of the pupil's learning in social studies in grades 7–9

The assessment of learning in social studies guides and encourages the pupils. Versatile feedback is used to encourage the pupils to be active in their local communities and to apply their societal and economic knowledge and skills in practice in daily life. The pupils' diverse ways of acting and producing are taken into account in the assessment. The assessment supports the application of societal knowledge and skills. Attention is paid to how diversely the pupils learn to build their views of the society and to justify them.

The final assessment of social studies is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in social studies at the conclusion of his or her studies. The final grade is formulated by relating the pupil's achievement level to the national final assessment criteria for social studies. In social studies, the pupils develop their knowledge and skills in all objective areas until the conclusion of the syllabus. All national final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the local curriculum. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.

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Final assessment criteria for good knowledge and skills in social studies (numerical grade 8) at the conclusion of the syllabus




Significance, values, and attitudesO1 to guide the pupil to deepen his or her interest in the surrounding society and social studies as a field of knowledge

C1–C4 Not used as a principle for grade formulation. The pupil is guided in reflecting on his or her experiences as a part of self-assessment.

O2 to guide the pupil to practise his or her ethical evaluation skills related to different human, societal, and economic questions

C1-C4 Not used as a principle for grade formulation. The pupil is guided in reflecting on his or her experiences as a part of self-assessment.

Adopting knowledge and skills needed in the society and societal understandingO3 to guide the pupil to perceive the principles of the constitutional state and the universal significance of human rights as well as to deepen his or her knowledge of the operation of the Finnish legal system

C2, C3 Perceiving the principles and functions of the constitutional state

The pupil is able to describe and explain the principles of human rights, the constitutional state and the structure and operation of the Finnish legal system.

O4 to guide the pupil to deepen and update his or her knowledge and skills related to the society, the functioning of economy, and private finances as well as to critically evaluate the role and significance of the media

C1–C3 Knowledge and skills related to the society, media, economy, and finances

The pupil is able to describe the operation of the society, economy, and media and to examine the public discussion related to them.

Using and applying societal knowledgeO5 to encourage the pupil to become entrepreneurial and responsible economic actor with knowledge of entrepreneurship and working life as well as of the opportunities provided by them and with the ability to plan his or her

C1, C4 Entrepreneurship and working life competence

The pupil is able to describe the societal significance of working life and entrepreneurship and to evaluate the opportunities provided by them also for his or her future

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own futureO6 to guide the pupil to examine societal activity as well as different communities and minority groups diversely and with an open mind

C1–C3 Examining different communities and minorities

The pupil is able to examine and discuss different communities and minorities in a constructive and structured manner.

O7 to guide the pupil in understanding the principles of decision-making and democratic practices on local, national, and European Union level as well as globally and in being an active citizen who develops his or her local community

C1–C3 Perceiving the principles of societal decision-making and knowing the basic rules and practices of democracy

The pupil is able to give examples of political decision-making, exercise of authority, societal structures and operations on local, national, and European Union level as well as globally and to act according to the basic rules and principles of democracy when developing his or her local community.

O8 to guide the pupil to understand the basics of economy, to manage his or her personal finances, and to act as a responsible consumer with the principles of sustainable development

C1, C4 Perceiving the basics of economy

The pupil is able to explain the significance of saving, investing, and consuming in his or her life and in the national economy.

O9 to guide the pupil to expand his or her views on the society and to participate in societal activity and discussion as well as to use his or her media skills and knowledge of the society in forming his or her views and in acting as a citizen

C1–C4 Societal thinking, participation, and involvement skills

The pupil is able to express and justify his or her opinion appropriately, to apply different skills of involvement, and to act constructively as an active citizen in the local community.

15.4.14 MUSIC

Task of the subject


A functional approach to the teaching and learning of music promotes the development of the pupils’ musical skills and understanding as well as holistic growth and cooperation skills. These skills are reinforced by incorporating the pupils’ musical interests, other school subjects, integrative themes, school festivities

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and events as well as activities outside of school into the teaching and learning of music. The pupils are guided in developing their thinking skills and perception by regularly providing them with opportunities for working with sound and music as well as for composing and other creative production. The pupils learn music in many different ways, which promotes the development of their expression skills.

In grades 7–9, the teaching and learning of music creates opportunities for the pupils to expand their musical competence and worldview. At the same time, the pupils are guided to interpret meanings in music and to structure emotions and experiences related to music. Teaching and learning also helps develop the pupils' critical literacy of music cultures and guides them to analyse and evaluate how music can be used as a means of communication and involvement. Pupils' agency and thinking skills are enhanced by revising and advancing previously learned musical skills. The pupils also get opportunities for planning and assessing their learning. They also have the opportunity to express themselves creatively through music and to produce music both independently and together with others. This is supported by creating connections to other forms of expression. When using information and communication technology, the pupils familiarise themselves with copyrights and different possibilities for using music and digital media and possible ethical issues connected to them.


Objectives of instructionContent areas related to the objectives


ParticipationO1 to encourage the pupil to act constructively as a member of a music-making group and musical communities

C1-C4 T2, T7

Musical knowledge and skills and creative productionO2 to guide the pupil to maintain his or her voice control and singing skills and to develop these further as a member of a music-making group

C1-C4 T2

O3 to encourage the pupil to develop his or her skills of playing music independently and together with others using body percussion and rhythm, melody, and polyphonic instruments

C1-C4 T2

O4 to encourage the pupil to experience and express himself or herself through moving to music

C1-C4 T2

O5 to offer the pupil opportunities to experience the sound environment and music through listening and making observations and to guide the pupil to discuss what he or she has heard

C1-C4 T2

O6 to encourage the pupil in developing a creative relationship with music and to guide the pupil to improvise, arrange, and compose music as well as to engage in cross-disciplinary work in artistic subjects

C1-C4 T1, T2, T6

O7 to guide the pupil to record music and use information and communication technology in creative expression both when making music and as a part of multidisciplinary projects

C1-C4 T1, T2, T5

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Cultural understanding and multiliteracyO8 to guide the pupil to examine music as an art form and to understand how music is used as a means of communication and involvement in different cultures

C1-C4 T2, T4

O9 to encourage and guide the pupil to use musical concepts and terminology when discussing music

C1-C4 T4

Safety and well-being in musicO10 to guide the pupil to recognise the impacts of music on emotions and well-being

C1-C4 T3, T4

O11 to guide the pupil to take care of his or her hearing and the safety of the music-making and sound environment

C1-C4 T3

Learning-to-learn skills in musicO12 to guide the pupil to develop his or her musical skills by practising, to set goals for his or her musical learning, and to assess his or her progress in relation to the goals.

C1-C4 T1


The pupils learn musical knowledge and skills through music making, i.e. singing, playing instruments, listening, moving, improvising, and composing as well as through cross-disciplinary work in artistic subjects and the use of technology. The contents are selected to allow the pupils to familiarise themselves with a diverse range of musical cultures and genres. The contents support the achievement of goals and draw on both the pupils' experiences and the possibilities of the local environment.

C1 Making music together: Versatile development of the pupils' musical expression skills and ability to invent their own ideas and solutions are essential in teaching and learning. Voice control, singing skills, and skills in playing the available body percussion and rhythm, melody, and polyphonic instruments are enhanced by playing music together.

C2 Components of music: Previously learned musical concepts and common approaches to musical notation are used in making music. As the pupils' skills develop, conceptual thinking is enhanced and applied to different situations of making music. The significance of interpretation in musical expression is also discussed in teaching and learning.

C3 Music in the pupil's life, community, and society: In addition to musical knowledge and skills, teaching and learning covers topics introduced by the pupils as well as their experiences and observations related to music. It is also important to study music from the viewpoint of consumption and social sustainability. The instruction creates connections between music and other subjects as well as different societal phenomena. At the same time, the pupils reflect on and critically evaluate the meanings of music in different life situations in different times and eras.

C4 Repertoire: The musical repertoire consists of a versatile range of music from different cultures and eras, from folk music to art music, also taking into account recent phenomena in contemporary music. Voice control and singing skills are practised by singing together in unison or in harmony, or by singing solos, doing vocal experimentations and different vocal exercises. Appreciation of cultural heritage, pieces

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of music, and assignments that inspire the pupils as well as the suitability of the repertoire for learning musical skills are taken into account when making selections for the repertoire. Pupils' own creative output and compositions are also included in the repertoire.


The aim is to create pedagogically diverse and flexible learning units for music that enable the use of different musical working methods and interactive learning situations as well as joint music making and other musical activities. The joy of learning, an atmosphere that encourages creative thinking, and positive musical experiences inspire the pupils to commit to developing their musical skills. Opportunities for using information and communication technology in music making are created in teaching and learning. Different musical working methods are used in learning musical concepts. Possibilities provided by art and cultural institutions and other partners are also utilised in teaching and learning.


The pupils' different needs, previous learning, and interests are taken into account in the teaching and learning of music and the planning of school work. The pupils are heard when making decisions on working methods, the use of different music equipment in teaching and learning as well as group work. Such decisions help create opportunities for making music together while promoting learning and strengthening each pupils’ self-esteem, working skills, and ability to take initiative. When selecting working methods, attention is also paid to changing the potentially gendered practices of the music culture and music instruction.


Also in grades 7–9, the pupil needs realistic, but supportive and encouraging feedback. Guiding feedback helps the pupil to increasingly perceive musical composition and performance as well as musical expression and different meanings of music. The pupil needs feedback especially when he or she implements projects related to creative production and music technology.

The final assessment of music is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in music at the conclusion of his or her studies. The final grade is formulated by relating the pupil's achievement level to the national final assessment criteria for music. In music, the pupils develop their knowledge and skills in all objective areas until the conclusion of the syllabus. All national final assessment criteria are accounted for in the formulation of the final grade. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.

Final assessment criteria for good knowledge and skills in music (numerical grade 8) at the conclusion of the syllabus

The objective of the instruction of music is

Content areas



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ParticipationO1 to encourage the pupil to act constructively as a member of a music-making group and musical communities

C1-C4 Acting as a member of a music-making group

The pupil acts as a member of a music-making group, takes care of his or her own part, and encourages others.

Musical knowledge and skills and creative productionO2 to guide the pupil to maintain his or her voice control and singing skills and to develop these further as a member of a music-making group

C1-C4 Voice control and singing as a member of a music-making group

The pupil uses his or her voice as a tool for musical expression and participates in singing together with others, while including his or her singing as a coherent part of the musical composition.

O3 to encourage the pupil to develop his or her skills of playing music independently and together with others using body percussion and rhythm, melody, and polyphonic instruments

C1-C4 Playing music as a member of a music-making group

The pupil plays body percussion and rhythm, melody, and polyphonic instruments and participates in playing together with the group rather effortlessly.

O4 to encourage the pupil to experience and express himself or herself through moving to music

C1-C4 Moving to music The pupil is able to identify the basic beat in the music he or she is moving to and to adapt his or her physical expression according to the music.

O5 to offer the pupil opportunities to experience the sound environment and music through listening and making observations and to guide the pupil to discuss what he or she has heard

C1-C4 Listening to the sound environment and music as well as discussing it

The pupil listens to the sound environment and music and is able to describe his or her observations.

O6 to encourage the pupil in developing a creative relationship with music and to guide the pupil to improvise, arrange, and compose music as well as to engage in cross-disciplinary work in artistic subjects

C1-C4 Creative production of music The pupil is able to use musical or other vocal elements when developing and executing new musical ideas independently or as a member of a group.

O7 to guide the pupil to C1-C4 Music technology The pupil is able to use

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record music and use information and communication technology in creative expression both when making music and as a part of multidisciplinary projects

music technology in his or her own or group expression.

Cultural understanding and multiliteracyO8 to guide the pupil to examine music as an art formand to understand how music is used as a means of communication and involvement in different cultures

C1-C4 Cultural competence The pupil perceives different uses and manifestations of music and is able to explain his or her perception.

O9 to encourage and guide the pupil to use musical concepts and terminology when discussing music

C1-C4 Using musical concepts and symbols

The pupil is able to use the basic concepts, notations, and terms in musical activity.

Safety and well-being in musicO10 to guide the pupil to recognise the impacts of music on emotions and well-being

C1-C4 Recognising the impacts of music on well-being

The impacts of music on well-being and emotions are discussed with the pupil, but this objective does not affect grade formulation.

O11 to guide the pupil to take care of his or her hearing and the safety of the music-making and sound environment

C1-C4 Taking care of one's hearing and the safety of the music-making and sound environment

The pupil uses music equipment in music-making situations taking into account, for example sound and music volume as well as other factors related to safety.

Learning-to-learn skills in musicO12 to guide the pupil to develop his or her musical skills by practising, to set goals for his or her musical learning, and to assess his or her progress in relation to the goals.

C1-C4 Learning skills With guidance, the pupil is able to set goals related to making music, moving to music, composing, and other creative production as well as to evaluate his or her progress in relation to the goals.

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15.4.15 VISUAL ARTS

Task of the subject

The task of the subject of visual arts is to guide the pupils to explore and produce images of the culturally diverse reality by the means of arts. Producing and interpreting images reinforces the pupils’ construction of identity as well as cultural competence and communality. The pupils' own experiences, imagination, and experimentation form the foundation of teaching and learning. The teaching and learning of visual arts develop the pupils' ability to understand phenomena of visual arts, the environment, and other forms of visual culture. The pupils are offered different ways of valuing and affecting reality. Passing on and reshaping traditions is supported by reinforcing the pupils' awareness of cultural heritage. Teaching and learning support the development of the pupils' critical thinking and encourage them to influence their surroundings and the society. The teaching and learning of visual arts lay a foundation for the pupils' local and global agency.


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




Visual perception and thinkingO1 to encourage the pupil to observe arts, the environment, and other forms of visual culture using multiple senses and to use different means of visual production diversely

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

O2 to encourage the pupil to discuss observations he or she and others have made and to justify his or her views

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

O3 to inspire the pupil to express his or her observations and C1, C2, C3 T2, T3, T4, T5

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thoughts visually using different tools and modes of producing knowledge in different environmentsVisual productionO4 to guide the pupil to apply various materials, techniques, and means of expression and to deepen his or her skills of visual production

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

O5 to guide the pupil towards an exploratory approach to independent and collaborative visual work

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

O6 to encourage the pupil to express his or her opinions and to apply visual means of communication and influence in his or her images

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

Interpreting visual culture O7 to guide the pupil to apply visual, verbal, and other means of visual interpretation

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

O8 to guide the pupil to examine the significance of visual arts and other forms of visual culture for the individual, the community, and the society from the viewpoints of history and culture

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

O9 to inspire the pupil to apply means of visual production from different times and cultures in his or her visual production

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

Aesthetic, ecological, and ethical valuesO10 to guide the pupil to take a stand on the values expressed in visual arts, the environment, and other forms of visual culture

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

O11 to encourage the pupil to take cultural diversity and sustainable development into account in his or her visual production as well as to influence through his or her images

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

Key content areas related to the objectives of visual arts in grades 7–9

The objectives of visual arts are approached by examining the pupils' own visual cultures, the surrounding visual cultures, and the worlds of visual arts. The content areas complement one another, and the connections between them are also examined in teaching and learning. The selection of contents is based on the work, products, and phenomena of visual arts and other forms of visual culture meaningful for the pupils. The contents build connections between visual cultures that the pupils are familiar with and those that are new to them. The pupils are encouraged to participate in selecting the contents of instruction, the used imagery, working methods, and tools. The possibilities of the local environment are utilised in the selection of contents.

C1 Pupils’ own visual cultures: Contents are selected from images created by the pupils and the visual cultures in which the pupils participate independently. Contents are also selected from phenomena that reshape the pupils' own visual cultures. Pupils' visual cultures are used as the basis of visual work. The significance of the pupils’ own visual cultures to their involvement in their surroundings and in the society is discussed in teaching and learning.

C2 Visual cultures in the environment: The contents are selected from different environments, objects, media cultures, and virtual worlds. Contents are selected diversely from built and natural environments

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and the media. The development of the pupil's understanding of broader questions concerning different environments and media is supported with the selected contents. Surrounding visual cultures are used as the basis for visual work. The significance of diverse environments and media is discussed in teaching and learning from the viewpoints of the pupils’ surroundings and the global world.

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


The objective is to provide learning environments and working methods that enable the use of diverse materials, technologies, and means of expression as well as their creative application. An atmosphere that encourages active experimentation and practising is created in teaching and learning. Pedagogical solutions are used to support multi-sensory perception, persistent work, and exploratory and goal-oriented learning of art. Personal needs for visual production are taken into account and suitable ways of working both independently and in a group are enabled in teaching and learning. The aim is to create a school culture that encourages learning and interaction in environments in and outside of school. In grades 7–9, exploratory and issue-based working approach is supported by utilising the traditions of visual arts and the practices of contemporary art. Teaching and learning creates opportunities for the versatile use of online and media environments, for projects including cross-disciplinary work in arts both in and outside of school as well as for reflection on global issues.


In the provision of guidance, differentiation, and support, the aim is to take into account the pupils' level of social, mental, and motor skills. The individual and communal nature of the learning of visual arts supports the construction of the pupils' identities as well as their participation and well-being. The pupils' individual needs for guidance are taken into account in teaching and learning. When necessary, the instruction is differentiated, for example by choosing different means of expression, working methods, and learning environments. In teaching and learning, the pupils can draw on their strengths and use different working practices and alternative approaches to visual arts. A safe atmosphere that respects diversity and encourages personal production is created for the learning of visual arts, and the pupils receive individual guidance and support. Alternative pedagogical approaches may be needed particularly in the visual expression of observations and emotions and in the development of motor skills. Playfulness, games, and experiences of different sensations can be utilised in the provision of guidance, differentiation, and support. In grades 7–9, the aim is to strengthen the pupil's knowledge and skills in visual arts while preparing the pupil for further studies after basic education.


The assessment of learning in visual arts is guiding and encouraging and takes the pupil’s individual progress into account. The assessment supports the development of image production and interpretation

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skills, knowledge of visual arts and other forms of visual culture, persistent working approaches, and self-assessment skills. The assessment guides the pupils to express their own ideas and appreciate the views of others. The assessment covers all areas of learning in visual arts determined in the objectives of instruction.

The final assessment of visual arts is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in visual arts at the conclusion of his or her studies. The final grade is formulated by relating the pupil's achievement level to the national final assessment criteria for visual arts. The pupil's competence in visual arts develops in all areas of learning in visual arts described in the objectives of the instruction until the conclusion of the syllabus. All national final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the local curriculum. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others.

Final assessment criteria for good knowledge and skills in visual arts (numerical grade 8) at the conclusion of the syllabus




Visual perception and thinkingO1 to encourage the pupil to observe arts, the environment, and other forms of visual culture using multiple senses and to use different means of visual production diversely

C1, C2, C3 Observing art, the environment, and other forms of visual cultures

The pupil is able to use diverse observation tools in examining the environment and images in it.

O2 to encourage the pupil to discuss observations he or she and others have made and to justify his or her views

C1, C2, C3 Reflecting on observations and thoughts

The pupil is able to verbalise his or her observations and thoughts about visual arts, the environment, and other forms of visual culture.

O3 to inspire the pupil to express his or her observations and thoughts visually using different tools and modes of producing knowledge in different environments

C1, C2, C3 Expressing observations and thoughts visually

The pupil is able to express his or her observations and thoughts visually using different tools and modes of producing knowledge

Visual productionO4 to guide the pupil to apply various materials, techniques, and means of

C1, C2, C3 Advancing the skills of visual production

The pupil is able to use different materials, techniques, and means of visual production in his or her visual

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expression and to deepen his or her skills of visual production

expression in a goal-oriented manner.

O5 to guide the pupil towards an exploratory approach to independent and collaborative visual work

C1, C2, C3 Using an exploratory approach

The pupil is able to use an exploratory approach independently and when working in a group.

O6 to encourage the pupil to express his or her opinions and to apply visual means of communication and influence in his or her images

C1, C2, C3 Influencing through visual production

The pupil aims at influencing his or her surroundings and other forms of visual culture by using visual means.

Interpreting visual cultureO7 to guide the pupil to apply visual, verbal, and other means of visual interpretation

C1, C2, C3 Applying means of visual interpretation

The pupil is able to use some visual, verbal, and other means of visual interpretation.

O8 to guide the pupil to examine the significance of visual arts and other forms of visual culture for the individual, the community, and the society from the viewpoints of history and culture

C1, C2, C3 Reflecting on the significance of visual culture

The pupil participates in discussions on the significance of visual arts and other forms of visual cultures relying on his or her own interpretations.

O9 to inspire the pupil to apply means of visual production from different times and cultures in his or her visual production

C1, C2, C3 Applying the means of cultural visual production

The pupil is able to apply some culturally diverse means of visual production,

Aesthetic, ecological, and ethical valuesO10 to guide the pupil to take a stand on the values expressed in visual arts, the environment, and other forms of visual culture

C1, C2, C3 Expressing views The pupil is able to express his or her views on the values expressed in visual arts, the environment, and other forms of visual culture.

O11 to encourage the pupil to take cultural diversity and sustainable development into account in his or her visual production as well as to influence through his or her images

C1, C2, C3 Visual production and involvement

In his or her visual production, the pupil examines cultural diversity and sustainable development and recognises the possibilities of influencing through images.

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15.4.16 CRAFTS

Task of the subject

The task of the subject of crafts is to guide the pupils to manage a complete crafts process. Crafts is a subject in which multiple materials are used, and its activities are based on craft expression, design, and technology. The activities include designing and producing a crafts product or piece independently or together with others as well as assessing the crafts process. Making crafts is an exploratory, inventive, and experimental activity in which different visual, material, and technical solutions as well as production methods are used creatively. In crafts, the pupils learn to understand, evaluate, and develop different technological applications and to apply the knowledge and skills learned in school in their daily lives. The pupils develop their spatial awareness, sense of touch, and manual skills, which promotes motor skills, creativity, and design skills. The instruction supports the development of versatile working abilities. The significance of crafts lies in the persistent and innovative working process and the positive experience that strengthens self-esteem and brings joy.

The pupils' different interests and shared activities are emphasised in the teaching and learning of crafts. Various transversal themes are studied comprehensively while creating natural connections to other subjects. Knowledge of the surrounding material world lays a foundation for sustainable development and a sustainable way of living. This also includes the pupils' surroundings, the local cultural heritage, and the heritage of different groups as well as the cultural diversity of the community. The teaching and learning of crafts guides the pupils towards adopting ethical values and becoming informed, active, capable, and entrepreneurial citizens. They are also encouraged to value and express their own craftsmanship and to strive to maintain and develop the culture of crafts.

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




O1 to guide the pupil to plan his or her work as well as to produce with ideas, explore, and experiment persistently

C2-C5 T2, T3

O2 to guide the pupil to set goals for his or her learning and work in crafts as well as to implement an entire craft process on the basis of these goals and to assess his or her learning

C1-C5 T1

O3 to guide the pupil to familiarise himself or herself with different tools, materials, and suitable working practices and to use them

C1-C5 T4, T6

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diversely as well as to produce and develop new ideasO4 to guide the pupil to use the concepts, signs, and symbols of crafts fluently as well as to strengthen his or her visual, material, and technological expression

C1-C5 T2, T4

O5 to guide the pupil to perceive and anticipate risk factors related to working situations and to react to them as well as to act safely in the craft process

C6 T3, T6

O6 to guide the pupil to use the possibilities of information and communication technology in designing, producing, and documenting the craft process as well as in producing and sharing communal information

C1-C5 T5

O7 to guide the pupil to understand the meaning of crafts, manual skills, and technological development in his or her own life, the society, entrepreneurship, and working life

C7 T6

O8 to guide the pupil to think economically and to make choices in the crafts process that promote a sustainable way of living

C8 T1, T4, T7


The contents enable the pupils to have versatile experiences of the different fields of crafts and to learn different craft skills. The content areas are used in forming coherent learning assignments that combine many different contents.

C1 Producing ideas: The pupils complete different product design assignments creatively and innovatively using the concepts, signs, and symbols of crafts. They implement their designs, strengthening their self-expression. The pupils conduct self and peer assessment in different stages of the crafts process.

C2 Design: The pupils familiarise themselves with the societal, cultural, and technological development of housing, transport, and clothing. The pupils utilise local traditions and opportunities as well as past and present traditions of different cultures in the planning, designing, and implementing of projects.

C3 Experimentation: The pupils practise different ways of modifying, combining, and handling materials and using different traditional and new materials and production techniques creatively and confidently. Embedded systems are used in crafts, i.e. programming is applied in the designing and producing. C4 Documentation and assessment: In the product design and production process, the pupils familiarise themselves with the possibilities provided by different techniques. They analyse the design and user-friendliness of products. The entire crafts process is documented using information and communication technology.

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C5 Production: The pupils produce different high-quality and functional products or pieces that are ecologically and ethically sustainable. They use craft tools, machines, and equipment diversely and appropriately.

C6 Occupational safety: The pupils familiarise themselves with work safety and observe and evaluate the dangers and risks of work as a part of the craft process. They work safely.

C7 Entrepreneurial learning: The pupils familiarise themselves with entrepreneurial learning, entrepreneurship, and cooperation with organisations illustratively, virtually, or through study visits or visits to businesses. The significance of craft skills for working life is also taken into account. The offerings of cultural institutions are also utilised as a source of ideas.

C8 Awareness and participation: The pupils examine the different meanings of crafts and products from the viewpoints of the individual, the society, and the environment. They reflect on crafts as a means of promoting well-being and sustainable development in daily life. They practise participation, involvement, and communication through crafts. Objectives related to the learning environments and working methods of crafts in grades 7–9 Versatile equipment, machines, tools, and environments enable the pupils to learn multimaterial crafts and to adopt a responsible attitude towards working. The pupils observe and utilise the daily life, nature, and the built and material environments in the design and production of crafts. The pupils utilise mobile devices in crafts and practise creating three-dimensional illustrations and models. Techniques of both technical and textile crafts are employed. Learning by doing is supported with exploratory learning projects in cooperation with different experts and actors outside of school, crossing the boundaries of individual subjects. The pupils familiarise themselves with crafts through visits to museums, exhibitions, and businesses.


In terms of achieving the objectives of crafts, it is essential in the provision of guidance or support to pay attention to pedagogically different working approaches and methods of interaction that support the pupils' learning of craft, design, and cooperation skills. Individual, group, and communal working approaches support the pupils' participation, activity, and self-regulation. The pupils' different abilities and needs in learning crafts are taken into account, and decisions on the differentiation of instruction are made accordingly, for example in the selection of learning environments, equipment, working methods and learning assignments.


The assessment of learning is guiding and encouraging. The assessment is based on the complete crafts process, its objectives and criteria, and the continuous assessment and documentation of the whole learning process. It is ensured that pupils know the assessment criteria. The documentation of the different stages of the crafts process serves as a tool for assessment. The pupils receive versatile feedback on their progress and skills. The assessment supports the development of diverse craft skills. The pupils are provided with different opportunities for demonstrating their progress and they are encouraged to

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maintain their personal strengths as well as to manage their developing skills. The pupils are guided to assess their learning and offered different ways for conducting self and peer assessment. Giving feedback is reciprocal, which also allows the teacher to receive feedback on the used working methods and approaches.

The final assessment of the subject is conducted in the school year when the pupil finishes studying it as a core subject. The final assessment defines how well the pupil has achieved the objectives of the syllabus in crafts at the conclusion of his or her studies. The final grade is formulated by relating the pupil's achievement level to the national final assessment criteria for crafts. Competence in the subject develops throughout the entire basic education. All national final assessment criteria are accounted for in the formulation of the final grade regardless of the grade for which the corresponding objective has been set in the local curriculum. The pupil is awarded the grade eight (8) if he or she on demonstrates on average the knowledge and skills defined by the criteria. Exceeding the level for grade eight in some objectives may compensate for a weaker performance in others. The numerical grade is formulated in cooperation between the teachers involved in the instruction of crafts.

Final assessment criteria for good knowledge and skills in crafts (numerical grade 8) at the conclusion of the syllabus

The objective of the instruction of crafts is

Content areas Assessment targets in the subject


O1 to guide the pupil to plan his or her work as well as to produce with ideas, explore, and experiment persistently

C2-C5 Working and producing The pupil plans his or her work, is able to make choices and seek solutions for his or her work.

O2 to guide the pupil to set goals for his or her learning and work in crafts as well as to implement an entire craft process on the basis of these goals and to assess his or her learning

C1-C5 Implementing a complete crafts process

The pupil is able to set goals for his or her work and to work according to the stages of the crafts process as well as to realistically assess his or her learning during the crafts process.

O3 to guide the pupil to familiarise himself or herself with different tools, materials, and suitable working practices and to use them diversely as well as to produce and develop new ideas

C1-C5 Production, techniques, and working methods

The pupil is able to select suitable materials, techniques and working methods and to use them when producing products/pieces he or she has designed.

O4 to guide the pupil to use the concepts, signs, and symbols of crafts fluently as well as to strengthen his or her

C1-C5 Visual, material, and technological expression

The pupil uses the key concepts of crafts and is able to present his or her ideas clearly as well as to implement them according

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visual, material, and technological expression

to a plan while taking aesthetics and functionality into account.

O5 to guide the pupil to perceive and anticipate risk factors related to working situations and to react to them as well as to act safely in the craft process

C6 Working safely The pupil is able to evaluate the dangers and risks of work andworks safely during the craft process.

O6 to guide the pupil to use the possibilities of information and communication technology in designing, producing, and documenting the craft process as well as in producing and sharing communal information

C1-C5 ICT-competenceCooperation skills

The pupil is able to use information and communication technology independently and together with others when designing, producing, and documenting his or her own or group's crafts process.

O7 to guide the pupil to understand the meaning of crafts, manual skills, and technological development in his or her own life, the society, entrepreneurship, and working life

C7 Perceiving the significance of manual skills and crafts in daily life and the society

Using examples, the pupil is able to describe the significance of crafts in daily life, the society, and working life.

O8 to guide the pupil to think economically and to make choices in the crafts process that promote a sustainable way of living

C8 Making choices and justifying them

The pupil is able explain and justify the significance of crafts for a sustainable way of living and to make choices accordingly in his or her work.

web viewthe pupils learn to read and practise the necessary concepts of sound, letter, syllable,...

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