Curriculum descriptionCurriculum description FINLANDFINLAND

Characteristics of the school systemCharacteristics of the school system

Basic structure of the educational system:Basic structure of the educational system:Early childhood educationEarly childhood educationPreschools (ages 6-7)Preschools (ages 6-7)Comprehensive schools (ages 7-15) and special Comprehensive schools (ages 7-15) and special schoolsschools

Comprehensive school 9 yearsComprehensive school 9 years First 6 years, class teachers (MA)First 6 years, class teachers (MA) Last 3 years, subject teachers (MA)Last 3 years, subject teachers (MA)

public schools, few privatepublic schools, few private3579 comprehensive schools3579 comprehensive schools3418 public schools3418 public schools27 private schools (Christian, Steiner)27 private schools (Christian, Steiner)5 state schools (teacher training)5 state schools (teacher training)

Characteristics of the general curriculumCharacteristics of the general curriculum

National framework curriculum 2004 (1994, 1985, 1970)National framework curriculum 2004 (1994, 1985, 1970) is written and evaluated by Finnish national board of educationis written and evaluated by Finnish national board of education description or a guide for what are the main objectives and core description or a guide for what are the main objectives and core

contents in every subject and cross-curricular themes and some contents in every subject and cross-curricular themes and some mentions about the methods how they should be taught.mentions about the methods how they should be taught.

subjects are divided to subjects are divided to objectivesobjectives and and core contentscore contents. Some subjects . Some subjects are taught only for grades 1-4 and for 5-9 and some only for 7-9are taught only for grades 1-4 and for 5-9 and some only for 7-9

Municipalities and schools write their own curriculum based on the Municipalities and schools write their own curriculum based on the national framework curriculum, but they can have some emphasis national framework curriculum, but they can have some emphasis on themes or contents (local interests).on themes or contents (local interests).

SomeSome teachers are involved in curriculum development on a teachers are involved in curriculum development on a national level but on a municipalnational level but on a municipal and school level, teachers have the and school level, teachers have the main responsibility of development.main responsibility of development. parents have a change to comment the schoolparents have a change to comment the school curriculumcurriculum curriculum in the municipalities and schools is written every second yearcurriculum in the municipalities and schools is written every second year

First six yearsFirst six years

Subjects:Subjects: Mother tongue and literatureMother tongue and literature Foreign language (from grade 3)Foreign language (from grade 3) MathematicsMathematics Environmental and natural studies (grades 1-4)Environmental and natural studies (grades 1-4) Biology and geography (from grade 5 as a subject area of its own)Biology and geography (from grade 5 as a subject area of its own) Physics and chemistry (from grade 5 as a subject area of its own )Physics and chemistry (from grade 5 as a subject area of its own ) ReligionReligion History (from grade 5)History (from grade 5) MusicMusic Visual artsVisual arts CraftsCrafts Physical educationPhysical education

Cross-curricular themes at grades 1-6Cross-curricular themes at grades 1-6

Represent central emphasis of the educational andRepresent central emphasis of the educational andteaching work. Their objectives and contents are teaching work. Their objectives and contents are incorporated in to numerous subjects.incorporated in to numerous subjects.

1.1. Growth as a personGrowth as a person2.2. Cultural identity and internationalismCultural identity and internationalism3.3. Media skills and communicationMedia skills and communication4.4. Participatory citizenship and entrepreneurshipParticipatory citizenship and entrepreneurship5.5. Responsibility for the environment, well-being, and Responsibility for the environment, well-being, and

a sustainable futurea sustainable future6.6. Safety and trafficSafety and traffic7.7. Human being and technologyHuman being and technology

Position and status of technology education Position and status of technology education

in the curriculumin the curriculum

cross-curricular theme, Human being and technology is realized by cross-curricular theme, Human being and technology is realized by theme weeks or studied within different subject areastheme weeks or studied within different subject areas

is emphasized in crafts and technical work (not in textile work)is emphasized in crafts and technical work (not in textile work)

crafts is compulsory for all at grades 1-6, but if pupils have to crafts is compulsory for all at grades 1-6, but if pupils have to choose between technical and textile work, then contents of choose between technical and textile work, then contents of technology education is only for those who choose technical work technology education is only for those who choose technical work for grades 5-7.for grades 5-7.

not a separate subject, schools or teachers have freedom to decide not a separate subject, schools or teachers have freedom to decide how much and how to teach technologyhow much and how to teach technology

Aims of technology educationAims of technology education

General aimsGeneral aims focus is on technology – individual relationship and to focus is on technology – individual relationship and to

see the importance of technology in our daily livessee the importance of technology in our daily lives

understand technology, its evolution and impactsunderstand technology, its evolution and impacts

to take the position on technological choices, ethical to take the position on technological choices, ethical and responsible use of technologyand responsible use of technology

the use of ICT the use of ICT

Main themes and structure of Main themes and structure of curriculum contentcurriculum content

Aims and approach:Aims and approach:- technology in everyday life- technology in everyday life- environmental education- environmental education- ethics of technology- ethics of technology- technology in local industrial life- technology in local industrial life- ICT, data networks- ICT, data networks- the development, modelling, and assessment of - the development, modelling, and assessment of technological ideastechnological ideas- understand of the operating principles of tools, - understand of the operating principles of tools, equipment and machinesequipment and machines

Food technology (home economics) is a separate subject (grades 7-9)Food technology (home economics) is a separate subject (grades 7-9)

Pedagogical means and methodsPedagogical means and methods

Curriculum has been formulated on the basis of the Curriculum has been formulated on the basis of the concept of learning, which is described in the general concept of learning, which is described in the general part of the curriculum. Also guidelines for teaching part of the curriculum. Also guidelines for teaching methods are given.methods are given.

All teachers have MA –degree with pedagogical studies. All teachers have MA –degree with pedagogical studies. Therefore, they are free to choose pedagogical Therefore, they are free to choose pedagogical approaches to suit different situations.approaches to suit different situations.

No text books for technology education (TE)No text books for technology education (TE)

Characteristics of the teachers in Characteristics of the teachers in charge of technology educationcharge of technology education

Preschool teachers are in chargePreschool teachers are in charge on TE in preschool on TE in preschool education (6 years)education (6 years)

Class teachers are in charge on grades 1-6 (years 7 – Class teachers are in charge on grades 1-6 (years 7 – 12)12)

Teacher training departments give variable competence Teacher training departments give variable competence for TE for TE all teacher students study TE only short all teacher students study TE only short periods, if at all. No standards for TE.periods, if at all. No standards for TE.

Teachers in primary schools are mainly female Teachers in primary schools are mainly female Some (limited) in-service training availableSome (limited) in-service training available Traditional craft education has still a strong status in Traditional craft education has still a strong status in

FinlandFinland No separate organization for technology teachersNo separate organization for technology teachers

ConclusionConclusion

Positive features:Positive features:

there is some TE in primary schoolsthere is some TE in primary schools

latest National curriculum 2004 contains TElatest National curriculum 2004 contains TE

some (limited) TE in-service training for teachers is some (limited) TE in-service training for teachers is existing, particularly training for instructing existing, particularly training for instructing technological innovative processes technological innovative processes

ConclusionConclusion

Negative features:Negative features:

national framework curriculum guidelines are broad and imprecisenational framework curriculum guidelines are broad and imprecise the concept of technology is unclear the concept of technology is unclear technology education is understood in a technology education is understood in a

narrow manner (for instance as ICT only)narrow manner (for instance as ICT only) not enough in-service training for teachersnot enough in-service training for teachers gap between curriculum guidelines and actual teaching gap between curriculum guidelines and actual teaching c cross-curricular themes ross-curricular themes

are not understood or implemented by teachers, or are implemented only through are not understood or implemented by teachers, or are implemented only through thematic days/weeks or shortly within different subjects thematic days/weeks or shortly within different subjects

TE is not a stand-alone subjectTE is not a stand-alone subject technology education is not available for all pupils (technical and textile work division)technology education is not available for all pupils (technical and textile work division) division between boys and girls in craft education still goes on contrary to the division between boys and girls in craft education still goes on contrary to the

guidelines of the national curriculumguidelines of the national curriculum old fashioned way of implementing the curriculum (even if there is no division - old fashioned way of implementing the curriculum (even if there is no division -

traditional crafts instead of modern technology)traditional crafts instead of modern technology) technology is not consistently implemented in teacher educationtechnology is not consistently implemented in teacher education