Future programme basic_education_kauniainen_2013_2017

The task for the basic education is to support growth and learning. The Future Programme outlines the procedures and principles of operation, and it describes how the curriculum is implemented.

•Humanity, giving tools for a good life• The learner is at the centre of the pedagogy• Unificationoflearning:skillsacquisition

in the learners’ lives is a holistic process• The right to an unhurried pace, to experience thejoyoflearning;flexibilityisnecessary for experiencing success in learning

•An open, supportive, engaging, and safe learning environment

Basic education is founded on values jointly agreed by the community and the educators.

Finnish basic educationin Kauniainen provides the tools

for a good life.

The operational model is based onjointly agreed values.


A vision for Finnish basic educationin Kauniainen 2013–2017

The vision is put into practice in the school’s everyday life through a theme assigned for each academic year:


•Academic year 2013–14 I learn and grow in a community - together we are more

•Academic year 2014–15 Feed the creativity - make time and space for thoughts

•Academic year 2015–16 Skill, not luck - safety is created together

•Academic year 2016–17 With ‘sisu’, persistence, towards the future!

The learner grows up to be a person who is creative, persistent, capable of positive interaction and who is open tochange.Thelearner’sself-esteemandconfidenceinhisown abilities develop in a safe community for growth.


Skills and competencies refer to all-round abilities and general preparedness which are based on the values and vision and the curriculum of the Finnish basic education in Kauniainen.

Note: below there is reference to “citizen skills”. This is a popular Nordic reference to the basic skills every citizen should have to navigate in life. An example of a citizen skill is to understand the voting system, or being able to read and respond to communications from various officials, agencies, banks etc. Citizen skills are the basic requirement of a well- functioning society.

The learner’s skills and competencies Core processes of the Finnishbasic education in Kauniainen

Learner’s skills map


Self-esteem and self-knowledge Soundself-esteemisintrinsictoapersonwhofeelsheiswellequippedto meet the challenges life brings. He can feel happy about his own and other people’s success and happiness.

A person develops a good self-esteem when he knows himself, his own strengths and weaknesses, his limitations, what he wants from life, what he dreams of, areas where he wants to develop and what he wants to learn. Self-knowledge is continuously developing, and it has an impact on self-esteem. We look at good self-esteem as a learning result. We believe that this can only happen because of a holistic and constructive interaction with people who are important for the child. Theteacherhasasignificantroleasamentor,facilitatoroflearningandas a developer of positive self-perception.

Perseverance and entrepreneurshipPerseveranceistheabilitytofinishataskwheneverythingdoesnotgoasplanned.Itisalsoabouttheabilitytoshowflexibilityinchangingsituations. Perseverance does not just happen, it needs practice.

The learner is naturally curious and he sees challenging situations as opportunities for learning. The school’s task is to support perseverance and enterprise without discouraging the learner.

A more detailed description ofthe learner’s skills and preparedness


communication. Versatile and engaging learning environments and versatile modes of learning develop interaction skills and helpfamiliariselearnerswithdifferentmeansandtoolsofcommunication.

ScientificandmathematicalthinkingScientificandmathematicalthinkingarebasedonascientificworldview.Expandinganddeepeningthisworldviewrequirescomprehension of the big picture as well as understanding of causal connections. Learning by doing and learning empirically support the development of thinking skills. It is the school’s task to inspire and encourage the learner to explore.

Knowledge of economy and technologyKnowledge of the basic structures of economy and technology are citizen skills. The task of basic education is to give the learner both the knowledge and the skills to manage his own economy and to have basic understanding of the national economy. Versatile use of technology supports each learner’s individual wayoflearning.Basiceducationmustensureequalopportunityfor all learners to learn about technology and to use it. Learners mustalsobeencouragedtoimplementacquiredtechnicalskills.

Societal and cultural skillsBecominganactiveandcreativememberofsocietyrequiresexpanding students’ knowledge and know-how related to society and culture. It is the school’s duty to support and guide the development of the student’s knowledge of his own culture and cultural traditions and to support his appreciation and understanding of cultures in general. The learner is given a


Interaction skills Listening and self-expression are interaction skills. Interaction is about expressing thoughts, feelings, observations, intentions and planned actions in such a way that the receiver understands the core message and the meaning. Good behaviour is itself one of the most important interaction skills.

Good interaction skills develop the learner’s courage to actively participate in various situations and events. These skills also help thepersontofunctionwellinconflictsituations.

Because learning is an interactive process, teaching positive interaction skills is one of the central tasks of the school.

Skills for sustainable development and for forward thinkingThe future will be built on a solid foundation when the students learn to maintain social, cultural and economic well-being while conserving biodiversity, without wasting natural resources and without exceeding nature’s limits and ability to support life.

The school has a task to foster, develop and teach necessary vision, knowledge, readiness and skills that enable every learner to build a sustainable, fair and just future. The school also needs to give the students tools that make their commitment to sustainability successful.

Communication skillsMastering multiple means of communication is a citizen skill. The most important communication takes place face-to-face. Broad skills in reading, writing and language are the basis for

Health and safety skillsThe learner needs knowledge about his own well-being and safety, and about the safety of the immediate surroundings. The learner also needs skills and understanding about how to haveaneffectuponhealthandsafetyissues.Theschoolmustsupport the learner in his development towards a lifestyle that is physically, psychologically and socially safe and sound. The school must also help the learner to take responsibility for managing his everyday life.

Problem solving skills, creative thinking and innovativenessThe goal with the development of innovativeness and problem solving skills is to improve the learner’s ability to solve problems inmanydifferentways,orincompletelynovelways.Problem-solving skills also activate and stimulate the learning process. These skills develop and improve when the learner encounters a variety of problematic situations and is challenged to invent solutions for them.

An open and trusting atmosphere, which encourages trial and error, is characteristic of a creative problem-solving community. It allows original thinking and actions, creativity, to thrive.It is the school’s task to motivate and encourage individual and collective creativity and innovativeness.

variety of opportunities to awaken the desire to take part. The learner is encouraged to take action in order to have an impact on the society.

Reading- and media skillsGood and broad-scaled reading skills help the student to understand texts and to manage reading expertly and easily. The student is also able to utilize the content to expand knowledge and to further develop various readinesses. Reading develops imagination and comprehension of causal relationships.

Mediaskillsarecitizenskillsthatrequiremasteryofadequatetechnical skills. The goal is to increase the student’s comprehension about media, its role and function in the society and in the student’s own life. It is also important to improve the student’s ability to function as a media producer, consumer and as an active agent.Mediaproficiencydemandscriticalthinkingskills,abilitytoapply knowledge and competence to separate the essential from the nonessential.

Craftsmanship and expressive skills Skills of craftsmanship and expression support the learner’s discovery of his own strengths, development of self-knowledge and holistic growth. It is the school’s duty to support a multifaceted development of these skills, while taking into consideration the learner’s individual preferences and aptitudes. The students discover joy in creativity and expression by working together with others.


Operational models that support the development of the learner’s skills and readiness, support processes.


‘Community for growth’ is a Finnish concept for an organization that has developed its ability to support the growth, continued development and learning of its members. In a school this means the students, teachers, administrators, school leaders and support staff. It caters to the social, developmental and learning needs of all its members. The community itself is characterized by positive development, mutual support and collective and continuous learning. In a growth community, “we” replaces “me”. Another important growth community for the students is the family.’


PEDAGOGY – The Dream School pedagogyA clear vision of a good life created in collaboration with others is the dream and the pillar of support of the Finnish basic education in Kauniainen. The central task of the basic education is to give every learner “strong roots and wings”.

This is an old Nordic wish that parents have -- to give their children a strong sense of place (roots) and the ability to leave the nest, to make it on their own (wings).

The Dream School pedagogy is based on a humanistic idea of man. Consistent with the idea is an open and inspiring atmosphere in the school.

The model emphasises cooperation and interaction between students. The adults at the school and the student’s guardians jointly support the development of the student’s positive self-image and his growth towards becoming a responsible member of the society.

The teacher is the learner’s advocate and supporter. The pedagogy is founded on the teacher’s ethics. Flexibility and adaptability in learning and various forms of assessment support the student’s individual learning path, the purpose of which is to ignite the learner’s inner motivation, joy, passion and curiosity. The student receives guidance to develop awareness of the importance of learning for his own life.

Learning environmentA learning environment consist of the time, the place and the conditions under which learning takes place. A good learning environment is pedagogically appropriate,itsupportsavarietyofdifferentwaysoflearningandmakesroom

A more detailed description of the operational models.


for individual learning habits. It entices curiosity, inspires learning and stimulates formation of networks. A good learning environment has room for trial and error.

Varied learning environments support learners’ motivation, stimulate their learning activity and enhance their growth to become more self-guided. Virtual learning environments are a natural part of learning.

Student welfare Student welfare and care consist of functions that enhance and promote learning and the learner’s psychological and physical well-being. All adults who work at the school take responsibility for student welfare and their well-being. The aim for all work that is related to student welfare, is to create a safe and sound community for growth and to uphold a support function that benefitslearnersatschool.Closecooperationwiththeguardiansand other actors and agents who are important for the student’s growth and learning helps the school achieve this goal.

Guidance councellingEverystudenthasarighttoenjoyqualityteaching,guidanceandsupport that takes into account each individual’s educational requirementsandneeds.Caring,nurtureandapositiveatmosphere in the learning community further the student’s development and help support good learning throughout life. The student is guided towards a good life and the necessary learning skills for academic achievement and for capable management of everyday life.

Guidance is especially important at curricular transition points and when making choices concerning studies. The school organises guidance counselling with regard to the age level of the student. All adults at the school take responsibility for some aspects of counselling.

The work communityThe school work community in its entirety is a community for growth. Jointly agreed goals and values, which are based on the vision, are at the centre of all operations. Functional and multi-professionalcollaborationmakesitpossibletodoqualitywork,whichleadstofeelingofsatisfactionandfulfillmentatwork.Thecommunityisabletochange,developanddealwithconflicts.The atmosphere is enriching and it encourages creativity and innovation.

The school leaders are in a key position with regard to development. They create, for their own part, the material and operational conditions for collaboration. Every member of the work community is responsible for maintaining a positive and safe working atmosphere in co-operation and in interaction with all other members of the community. The work is goal-oriented. Thegoalsaredefinedintheplansforeachacademicyear.Theyearly plans are based on the curriculum.

The planning systemThe planning system for basic education is based on a four year vision. A yearly plan for each academic year is developed from this vision. The operational and developmental goals for each academicyeararedefinedinseparateplansforeachacademic

year. Planning is a cooperative process and at its core are the plans produced bydifferentteams.Assessmenttakesplaceatregularintervals.Studentsareencouraged to bring suggestions and to have an impact on the development and planning process.

SecurityMembers of the work community have a right to a safe and secure learning environment which covers physical, psychological and social aspects of security at the school.

A safe and healthy learning environment and a safe school building are the frameworkforsafety.Equipmentusedinstudiesandothermaterialelementsare also part of the safety culture. In addition, positive and encouraging interaction between members of the work community contributes to overall sense of security. Respect for the physical and psychological inviolability and integrity of every individual is absolute.

Preventionofdifficultiesandearlyinterventionareanimportantpartoftendingto the wellbeing of the student. The goal is positive self-image and sound self-esteem. School rules and code of conduct serve as operational guides. There is a separate directive and procedure for dealing with crisis situations.

All members of the community for growth are responsible for following the rules. They are all collectively responsible for creating a sense of security. Buildingasafecommunityforgrowthisbasedoncombinedefforts of the students, parents, teachers and other personnel. A well-functioning student welfare system contributes with specialist advice and support.


Student participationThe goal for student activities is to give students possibilities to take part inandopportunitiestoinfluencethecommunity.Involvementisabroadconcept that comprises both social and political participation.

The goal for social participation is to build good team spirit and to raise morale. Teachers and other actors support the student’s progress towards becoming a member of the school community. Club activities and mentoring groups are aimed at promoting social participation.

Political participation means shared authority. It is about taking part in, makingcontributionstoandinfluencingdecisionmaking.Students’activitiesin the student parliament and the student council board in lower secondary school strengthen students’ consciousness of being a part of the community and create a feeling that their opinions have an impact.

Outsourced servicesThe Kauniainen Finnish language municipal educational administration is self-contained and autonomous. Some necessary services are bought from partners, for example special needs education of entire classes. IT-services are procured from private companies in compliance with procurement laws.

MarketingTheaimofthemarketingeffortsistoencouragethestudents’parentstomove to Kauniainen and, on the other hand, to entice the families living in nearby communities to send their children to school in Kauniainen.

The city of Kauniainen schools are marketed as progressive and dynamic. Marketing emphasises pedagogical versatility and teacher professionalism. Marketingoftheschoolsshouldbetimely,effectiveandprofessional.


BudgetingMunicipal education administration budgeting is based on key figures.Thesekeyindicatorsarebasedonalessonframeworki.e. the number of lessons held in the school, which is used as an indicator for the teachers’ salaries, and an operating allowance based on the number of students. The allowance is used to purchase goods and services and to cover necessary expenditure for rentals and leasing. Salaries that are not related to teaching personnel are independent of key indicators and are budgeted separately. Estimation of the development of personnel needs and examination of future trends takes place before actual budget is drafted.

Thelevelofresourcingmustmeetevolvingneeds.Inflationistakeninto account when the size of the operational allowance per student is determined. Financing of the training- and further education programs, which are drafted on the basis of the future report, is a part of the budgetary estimates.

When it comes to budgeting for capital expenses, the development and building work is expressed through action plans. The duration of these action plans is the same as that of the city council mandate period or several years. An action plan regarding building and renovation objects is drawn up for each council period.


Professional development for the personnelEachacademicyearhasaspecificfocus,whichisdefinedinyearly plans based on the vision. Head teachers and the head of local education department map out and resource communal development and further education needs related to the theme of the year.

The city organises essential pedagogical further education which is common for all. This education is important for developing the know-how of the work community. It is the responsibility of the city to organise further education in information and communication technology for all teachers.

The members of the work community are encouraged to engage in further education. In the beginning of each school year the teams map out the development needs that arise from the focus for the academic year. The further education is approved by the teams. Each member of the work community takes care of his/her professional development and shares his/her knowledge and know-how with others. The employee has the responsibility to inform himself or herself about the operating models of the work community.

LeadershipShared values, vision and strategy are the basis for leadership. Leadershipofalearningorganizationwithspecialiststaffisgoal-oriented, and is based on the core- and support processes.

The organisation is made up of cooperative teams and functional units. Shared leadership is a model that increases the mutual

trustbetweenthemembersofthefacultyandstaff.Everymember of the work community has a constructive attitude towards the organisation and bears his or her share of the overall responsibility.

The pillars of leading a learning, specialist organisation, that is in constant change, are the ability to manage the organizational know-how and to care for the well-being of the members of the work community. Versatile evaluation is a central tool for leadership.

Home and school cooperationThe school is responsible for supporting the student’s learning and growth as a member of the school community. The principal guardians have the primary responsibility of the child’s upbringing. It is the school’s duty to keep the parents informed in ways that enable the parents to follow, assist and help the progress of the child’s school education. A respectful and trusting cooperation between the home and the school makes it possible to assume joint responsibility for the well-being of the child and the youngster. Cooperation is necessary for successful school education. The cooperation is put into practice on community level as well as on individual level.

Communication and networkingThe purpose of communication is to transmit information and to produce common understanding. In basic education the most important communication takes place through personal interaction. The organisation’s internal and external communication is appropriate, up-to-date and correct. The

school’s communication is multilateral and multichanneled. It is carried out using the information tools and platforms supplied by the city. Every member of the work community has the responsibility to follow and use the communal information channels and media. The principal is responsible for the school’s officialcommunication.

Networking is an interpersonal social activity. Networking takes place face to face and, increasingly, through social media. Networking is also about management of relationships with externalpartners.Thebenefitsofnetworkingincludesharingof, and passing on experiences and know-how, generating ideas and learning about new things. From the organisation’s point of view, it is important and meaningful for all members of the work community to network.

Support systemSchool work is organised in a way that guarantees the most favourable conditions for the well-being, development and learning for the students.

Support for growth and learning entails solutions that are communal, related to the learning environment, that respond to the students’ individual needs.

The student receives appropriate support as soon as the need becomesapparent.Thesupportisflexibleandplannedforthelong-term.Thereareanumberofformsofsupport:general,intensifiedandspecialsupport.Cooperationbetweenhomeandschoolisaprerequisiteforsupporttobesuccessful.


AssessmentAssessment is used in a positive and constructive manner to support and guide the student and to encourage him in his studies. Learning, work, development of knowledge and behavior are assessed in a variety of ways and at regular intervals throughout the studies. Assessment is transparent, objective, instructional, motivating and fair.

Assessment can be a part of all reciprocal actions at school. It is important to remember that assessment has a profound impact and the student, at least to some degree, builds his self-image through assessment. He must have an opportunity to show progress of his development, his know-how and learning in many differentways.Whenassessmentisvariedandmultifaceted,every student will have a chance to succeed.

Assessment provides information for the student, the teacher and the guardians for present and future use. Assessment is notsolelyataskfortheteacher:assessmentrequiresregulardialogue with the student and the home. Development of the student’s ability for self-assessment must be an essential part of the assessment system.

Quality teaching is enabled through assessment. Owing to multifaceted assessment the entire community for growth can develop in varied ways on their chosen path.


Finnish language basic education in Kauniainen has implemented its Future Programme throughout academic years 2009–2013.

The Future Programme 2009–2013 was a process that involved all personnel. It set out to examine future goals and new ways of working. The personnel and the trustees were all committed to the programme. It was implemented through a collective dialogue involving all personnel.

The future programme describes the set of values, the vision for basiceducationandthelearner’sskillsmap,whichdefinestheessential skills that support a good life. Jointly agreed support processes outline how the city of Kauniainen basic education functions and how it implements the curriculum. The Future Programme is implemented in schools through yearly themes which are consistent with the vision. The themes steer the planning for each academic year. The practical execution of the Future Programme is evaluated in connection with assessment of each academic year.

It is important to update the future programme regularly. The latest update is for academic years 2013–2017. Updating of the programme has been done communally and collaboratively, in thesamewayaswritingthefirstFutureProgramme.Theworld,and the operating environment of the school is in the middle of constant and deep change. These changes have an impact on young people’s learning, growth and well-being. Thus they have to be taken into consideration in the operation of the school. The

Background of the Future programmeschool needs to be a proactive agent in order to respond to the changes taking place in the world.

It is naturally impossible to compile an exhaustive list of all the skills necessary in the future. However, the school has to have both ability and desire play a role in planning for the future and in making it happen. Schools also have to have a clear sense of how their choices and decisions have a profound and lasting impact on the future of their students and their society.

Duringtheimplementationofthefirstfutureprogrammeanumber of changes took place. These changes have been taken into consideration in the updated version of the programme. A curriculum reform relating to support for growth and learning was carried out in 2010 as a collaboration between the Kauniainen Finnish language and the Swedish language pre-primary- and basic education authorities. A support model, based on the reforms, is used to steer the operation of the schools in a holistic way.

Diversificationandfurtherdevelopmentoflearningassessmenthas an important role in the updated Future Programme. Rapidly developing technology has an impact on communication and interaction in learning, many applications which were regarded asfuturevisionsinthefirstfutureprogrammearealreadyineveryday use. Networking outside the school has widened and strengthened remarkably.

Student participation has increased and strengthened considerably.

Members of the Future Programme workgroup, which did its work during 2012, came from all grade level teams and the student welfare department. It included principals from the differentschoolsforbasiceducationandthesecretaryforthefuture process. The chairman of the work group was the head of the local education department Mr Antti Rönkä. Issues relating to updating of the future programme have been regularly discussed in teachers’ teams.

Members of the 2012 Future work group:Antti Rönkä, chairmanRiitta Rekiranta, Principal, Kasavuori School, grades 7–9Jarmo Ranta, Principal, Mäntymäki School, grades 1–6Maria Marviala, Team grades 1–2Päivi Sorvettula, Team grades 3–4Jussi Sipiläinen, Team grades 5–6Irina Rekiranta, Team grades 7Jesse Hietikko, Team grades 8Terhi Paldanius, Team grades 9Karoliina Peura, Support service unit for growth and learningLeena-Maija Niemi, Pedagogical unit, secretarySirkku Nikamaa-Linder, English language version

Future-workgroup

Future programme basic_education_kauniainen_2013_2017

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