Search results for " Curriculum"

'Minna, the Model' and other stories : gender roles in an English textbook series for Finnish lower secondary schools

2004

Breadwinners, sportsmen and conforming girls : representations of gender in Finnish EFL textbooks

2007

Differences between students' PISA reading literacy scores and grading for mother tongue and literature at school : A geostatistical analysis of the …

2016

In Finland, the national Core Curriculum for Basic Education defines the learning objectives along with the numerical grade to be given for good competence in each school subject in the final phase of basic education. While serving as a guideline for schools and teachers, it should also ensure an objective evaluation of all students in Finland. In this paper, we take a closer look at the equality of student assessment in Finland in the light of student performance in the Programme for International Student Assessment (PISA) 2009. This study investigates the relationship between the grades given to students in mother tongue and literature at different schools and the same students’ reading l…

From a municipal to a school-based English A1-language curriculum

1999

Osallistava sävellytysmenetelmä musiikinopetukseen : peruskoulun opetussuunnitelman 2014 tavoitteita ja oppimisen ydinmetaforia toteuttamassa

2017

In my case study, I used two composing tasks to examine how the inclusive composing method (OSM) I have developed promotes the achievement of the aims of the new core curriculum for basic education 2014 and realises the core metaphors of learning. I have created a learning triangle tool to determine how the musical contents, the principles for developing working culture and the goals of music teaching, transversal competences and national education are linked with the latter. In addition to participation and the gaining and creation of knowledge, I included operative competences in these core metaphors. I examined the means OSM offers to evaluate how the students achieve the aims of musical…

Setting Individual Goals for Pupils with Profound Intellectual and Multiple Disabilities : Engaging in the Activity Area-Based Curriculum Making

2021

The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils—most of whom have profound intellectual and multiple disabilities (PIMD)—who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting process for pupils with milder disabilities than PIMD and have consistently demonstrated significant barriers in the process. This study explores the collaborative IEP goal-setting process for pupils with the AACM. Sixty-five Finnish special education teachers using the AACM participated in the study. Semi-structured interviews were analysed with thema…

Setting individual goals for pupils with profound intellectual and multiple disabilities—engaging in the activity area-based curriculum making

2021

The activity area-based curriculum model (AACM) is used in the Finnish basic education to support pupils—most of whom have profound intellectual and multiple disabilities (PIMD)— who could benefit more from skills that advance independent life coping. Existing studies have concentrated mainly on the Individual Education Plan (IEP) goal-setting process for pupils with milder disabilities than PIMD and have consistently demonstrated significant barriers in the process. This study explores the collaborative IEP goal-setting process for pupils with the AACM. Sixty-five Finnish special education teachers using the AACM participated in the study. Semi-structured interviews were analysed with them…

Taksonomia sprawności słuchania i mówienia w języku polskim jako ojczystym

2021

In their article, Marta Chyb-Winnicka and Anna Tabisz present a taxonomic approach to the teaching of listening and speaking skills in lessons of Polish as a native language. The authors show that the 2017 provisions of the core curriculum for the Polish language in primary schools in Poland put special emphasis on the development of reading and writing skills. For this reason, Chyb-Winnicka and Tabisz underline the importance of teaching the two other skills, i.e., listening and speaking, and argue that taxonomic categories should be used to systematize the knowledge of these skills.

Monilukutaito lukion historian opetuksessa

2019

Lukion opetussuunnitelman perusteisiin (Opetushallitus, 2015) on sisällytetty Monilukutaidot ja media -aihekokonaisuus, jossa monilukutaito määritellään taitoina tulkita ja tuottaa erilaisia tekstejä. Jokaisen opettajan odotetaan opettavan oman tiedonalansa tekstitaitoja, joiden alakohtaisuus pohjaa tiedonmuodostuksen käytänteisiin. Tällä korostetaan eri oppiaineiden sisältötiedon hallinnan lisäksi myös tekstitaitojen kehittymistä kaikissa oppiaineissa. Tässä artikkelissa tarkastelemme, millaisena monilukutaito ja erityisesti tiedonalan tekstitaitojen opetus näyttäytyvät lukion historian opetuksessa. Tutkimuksen aineisto on kerätty suomenkielisten lukioiden historian opettajille suunnatun k…

The Art-Based Methods in Developing Transversal Competence

2019

This article describes a project called “The art based methods in developing transversal competence” funded by The Finnish National Board of Education. The article is based on the hermeneutic phenomenological approach in action research. The project developed learning environments as well as project-based learning with emphasis on the art-based methods and transversal competence approach to learning. The aim was to develop unique and communal well-being in learning. The project offered tools to strengthen teachers’ professional skills to use expressive, art-based methods in different curriculum-based projects. The professional in-service training project included five contact days in six we…