Everyday school practices - yhteiskuntaorientaatio.fi
The school year is divided into autumn and spring semesters
Finland has 190 school days per school year. The school year is divided into autumn and spring semester. The autumn semester begins around mid-August and ends before Christmas with a celebration. After that, the Christmas break begins. The spring semester begins in early January and ends in early June. At the end of the spring semester, there is a spring celebration where pupils and teachers celebrate the end of the school year and the beginning of the summer holiday.
In addition to Christmas and summer holidays, autumn holiday and winter holiday are also included in the school year. If there is a Finnish holiday on a weekday, such as Easter, May Day, Ascension Day or Independence Day, it's a day off from school.
The length of the school day varies between grades
In the lower grades, school days are shorter than in the upper grades. In grades 1 to 6, pupils receive 20–25 hours of instruction per week. For grades 7 to 9, the average number of hours per week is 29 to 30 hours. There are breaks between lessons, i.e., recess. One lesson usually lasts 45 minutes. There are 15-to-30-minute recess between the lessons, which the pupils spend at school.
Guidance and counselling offer support in studies and guidance for further studies
Pupils receive guidance and counselling at school. Pupils are supported in their studies and the aim is to prevent study-related problems. The purpose of guidance and counselling is also to guide pupils in choosing further studies. Guidance related to study capacity and to further studies is provided throughout comprehensive school in classes or individually. Lessons are taught by a guidance counsellor, “opo,” teacher specialised in guidance and counselling.
Learning and schooling are supported in many ways
By law, pupils must receive sufficient support for learning and school attendance throughout comprehensive school. A pupil may need support because of illness, disability, or learning difficulties. If a pupil needs support, their needs are assessed together with the pupil, guardians, teachers and experts. Cooperation between guardians and the teacher is important to ensure support.
Pupils can receive support for schooling in various ways. Support measures include, for example, remedial teaching, part-time special education, interpreting and assistant services, and special assistive devices. Support is offered to pupils only for their own benefit. The school, guardians and experts decide together what support the pupil needs and when.
The support is intended to be flexible and well-planned. Support should also change according to pupil’s needs. The earlier it is realized that a child needs support, the better. It is important that the support continues when the child later moves to a different school or further education.
The teacher assesses the pupil’s learning and work in many ways
In basic education, the teacher assesses the pupil’s learning, competence, work and behaviour and compares them with the objectives of the curriculum. The assessment is not based solely on the results of the exams held in class, but the teacher evaluates the pupils’ learning and working methods in different ways throughout the school year. Teachers give feedback to both the pupil and guardians.
Pupils are given a report card at the end of each year. At the end of the ninth grade, the pupil gets a certificate. The certificate or report may contain numerical grades or verbal assessment or both. The grade scale is 4–10, of which 4 have been rejected and 10 is excellent. In addition to the report, the pupil and his or her parents receive information about the assessment, for example, by discussing with the teacher. The school provides an assessment of the pupil’s behaviour at school at least once a year.
If a pupil does not receive an approved grade in a subject at the end of the school year, it may be that they cannot move to the next grade. In that case, they may have to repeat the grade. Another option is that the pupil will perform supplementary tasks or tests. They can also move on to study according to their own study program, which will be agreed upon separately. In all these cases, teachers and the principal first discuss with the pupil’s parents and guardians and decide together how to proceed.
Co-operation between home and school supports the child’s schooling
In Finland, cooperation between school and pupil’s guardians and parents is very important. The child’s guardians are always responsible for bringing up the child. The school is responsible for the teaching and education of the pupil during the school days. School work for children and young people is best done in cooperation between home and school. This makes it easier to identify and try to solve potential challenges and problems before they become too big.
From the beginning, pupils have to take responsibility for their own studying. In this, they need support and encouragement from home. It is important that parents closely monitor the child’s studies and, for example, ensure that the child does their homework.
Cooperation between home and school is carried out in many different ways in Finland. Parents’ evenings and open-door days are organized in schools, which gives the parents and guardians opportunity to get to see how the school functions. There are also celebrations and excursions where families are welcome. Teachers keep in touch with parents via messages, e-mail and phone. It is worth participating in parent nights and parent-teacher conferences. They allow you to keep up to date on what is happening at school and how the child is doing.
The school usually has a digital information system, most often Wilma. Wilma is the primary communication tool for teachers and parents in pupil matters. Teachers and parents also meet in person and discuss the pupil’s schooling. They can decide together what is the best way to stay in touch and work together. If necessary, you can ask the school for help with using Wilma.
In Wilma, the teacher also monitors the child’s absence from school. Parents must report any absences of the child to Wilma. If there is a large number of absences, the school is obliged to intervene regardless of the reason for the absence.
If parents and guardians are not satisfied with the school, it is good to talk to the pupil’s own teacher first. Parents can contact the school’s principal if necessary. If you suspect that the school does not comply with laws and regulations, you can contact the education provider or the Regional State Administrative Agency (Aluehallintovirasto).
School meals give children energy for the school day
All comprehensive schools, as well as general and vocational upper secondary schools in Finland have lunch breaks in the middle of the school day. The pupils and students will then receive a free hot meal in the school cafeteria. School lunches have been offered in Finnish schools since 1948.
School lunch is healthy ordinary food. It is prepared in accordance with official nutrition recommendations. In other words, at school you will the kind of food that experts in Finland recommend eating to keep you healthy. The food provides pupils with enough essential nutrients and energy to keep them through the school day. It is important that pupils eat a good breakfast at home before they come to school.
If a pupil follows a special diet for ethical, religious or health reasons, the school will take it into account. However, parents will have to discuss the special diet with the teacher and school kitchen staff. The school may request documents related to the child’s diet, such as a medical report.
If the journey to school is long, the child is entitled to school transport
When there is a short distance from the child’s home to school, they usually walk, ride a bike or take a bus independently from the start. If the journey is longer, pupils in pre-primary education and comprehensive school are entitled to receive free school transport arranged by the municipality. You are entitled to school transport, for example, when the daily journey between school and home is more than five kilometres. School transport is a taxi or bus. The guardian of the pupil must apply for the right to free school transport from the school.
Pupils have the right to a safe learning environment
Pupils must behave appropriately toward teachers and other pupils. All schools have rules. The school rules help to maintain order in the school and to ensure a safe and comfortable school community where studying goes smoothly. The journey to school should also be as safe as possible.
Schools have a pupil welfare plan that describes, among other things, how the school monitors the well-being, health and safety of pupils and the school community. The plan includes the school’s operating principles in the event of sudden crises, threats and incidents.
Discrimination, bullying, harassment or violence are not tolerated in schools. Bullying means that the pupil is repeatedly inflicted injury or ill-feeling. The perpetrators are persons against whom the bullied person has difficulty defending themselves. Bullying is conscious and involves the use of power. For example, a pupil is intimidated, threatened, taunted or hurt.
It is also harassment or discrimination that one pupil is repeatedly excluded from the group. Bullying is often a group phenomenon. If bullying occurs at school or during school journeys, parents and children must immediately inform the teacher and the school principal. Schools have a duty to tackle bullying.
In morning and afternoon activities pupils play and do homework
Pupils in first and second grades, or in special education can have access to pupils' morning and afternoon activities (aamu- ja iltapäiväkerho). Many schools have activities before or after school, often called clubs. The afternoon club can also operate outside the school. Parents must apply in advance for a place for their child in morning or afternoon activities. The municipality may take a fee for participation in the activities.
Morning and afternoon activities are especially intended for children whose parents are working full-time. By participating in these activities, children do not need to be alone at home in the afternoon, but they get to be in a safe environment with instructors and other children. The aim is to support the education given both at school and at home. In morning and afternoon activities, pupils play, eat a healthy snack and do homework. Children often find friends in these activities as well.
There are also hobby clubs in connection with the school
Many schools organize hobby clubs after a school day. They are extra-curricular activities that provide pupils with opportunities to explore various hobbies. All children can participate in clubs. The clubs are voluntary and include sports, handicrafts and music, for example.