Students who have difficulties in learning or school attendance have the right to get part-time remedial teaching alongside other teaching. Part-time remedial teaching is given to students who have, for example:
Students who have temporarily fallen behind in their studies or otherwise need short-term support in their learning have the right to get remedial teaching. Remedial teaching should be started immediately when the difficulties in learning or school attendance have been noticed, so that the students would not stay behind permanently in their studies. Remedial teaching can counteract difficulties beforehand. Remedial teaching should be organized according to a plan and as often as is necessary.
Characteristic to remedial teaching are individually planned
Parents have the primary responsibility for the upbringing of the child. The school is responsible for the student’s teaching and upbringing as a member of the school community. The task of the school is to provide the parents or guardians with information so that they can follow and advance their child’s school attendance and learning. Co-operation between school and home is essential for the school work to succeed.
Flexible teaching arrangements means methods of working and doing that take into account the students’ individual learning and developmental needs. The primary aim is to support the students with their studying in their own learning environments in such a way that the objectives of the curriculum are met.
Organizing flexible teaching arrangements calls for:
- time reserved for collaborative planning
- applicability of the timetable
- commitment to the arrangements by the school teachers and management
Differentiation is based on knowledge about the student and is the starting point of all teaching. It applies to:
- extent and depth of studying
- rhythm and progress of studying
- students’ different ways of learning
Differentiation is based on the students’ needs and possibilities to:
Stress is familiar to many upper secondary school students. Stress means that there are challenging things happening in your life that are requiring your attention and activating your body for action. Your heart and blood circulation, lungs and respiratory system, muscles and nerves, as well as your brain are preparing for the incoming situation. Your body is preparing to act as well, fast and strongly as possible.
The well-being of the mind is an important part of health and coping. It is good to have accurate knowledge about learning and the comprehensive well-being of body and mind as they support upper secondary studies.
It may become necessary for you to contact the school psychologist, special needs teacher, school social worker or public health nurse. You can also ask a parent or guardian, group instructor, guidance counsellor or public health nurse to contact them for you.
In the national core curriculum the schools and education institutions are encouraged to co-operate actively with companies and communities as a part of schoolwork and studying. The aim is to use multiform learning environments to increase know-how.
The management of the schools and education institutions as well as the teaching and education personnel need to be aware of the statutes concerning marketing and sponsorship when they are representing their school or education institution in corporate or community co-operation.
Special support is given to students whose growth, development or learning goals would otherwise not be fully met. The task of special support is to give the student comprehensive and systematic support so that the student can finish their compulsory education and get a foundation for postgraduate studies after comprehensive school. The student’s self-esteem, study motivation, and the possibilities to experience success and the joy of learning are strengthened. The student’s participation in and responsibility of studying is being supported.
Intensified support is given to students who need regular support in their learning and school attendance, or who need several forms of support at the same time. The support is based on the pedagogical assessment written in co-operation between the student, guardian and teachers. The forms of support, responsibilities and co-operations are marked in more detail in the learning plan which is also a work of co-operation. From the learning plan the guardian can get information to better support their child.
The following forms of support are used to support learning and school attendance at all levels of support – general, intensified and special support:
General support is part of the everyday school life. It does not require special examinations or decisions. A positive atmosphere in the classroom is an important part of general support. Functional interaction contributes to the learning of each student. The students’ needs for support are answered, for example, with:
The principle concerning compensation for personal possessions of students at Turku City schools is that everyone is responsible for the damage they cause for themselves.
Getting compensation requires a responsibility criterion. The Tort Liability Act is applied to compensated cases.
In an emergency situation call 112 and act according to instructions.
A school accident is a sudden incident that happens at school or on the way to school and causes an external bodily injury. Also injuries sustained during a study visit, field trip, camp, club activity or on the way directly to any such activities will be compensated, if the activities are part of the school’s action plan.
Students are expected to choose a public, safe route on their way to school. In order to get compensations the accident must be reported to a teacher or school nurse immediately.
A student has a right to get adequate support for growth and learning immediately when there is need. The support given to a student must be:
- planned with patience
- able to transform according to the student’s needs
The need for support may vary:
Education at Turku International School
Turku International School is an educational institution maintained by the City of Turku, with English as its teaching language. Turku International School offers primary (grades 1-6), secondary (grades 7-9) and upper secondary education. The first two of these conform to the Finnish National Core Curriculum. The upper secondary education is based on the IB Diploma Programme.
Get Kids Moving (Lapset liikkeelle)
- 6–12-year-olds get to test various sports free of charge
- Participating does not require registering
Sports Wonderland for Kids (Lasten liikunnan ihmemaa)
- Offers possibilities for 1–12-year-olds to play and frolic
- Free of charge
- Lasten liikunnan ihmemaa
- Meant for 13–19-year-olds
- Offers many kinds of possibilities for physical exercise around the c
Education Division / basic education swimming teachers give swimming lessons to the students of 1st, 3rd and 5th years in accordance with the plan approved by the Sports Committee. The swimming lessons of the 2nd, 4th and 6th year students have either been included in the schools’ own physical education curriculums or the responsibility is left for the parents.
The swimming lessons of years 7–10 have been entered in the schools’ own physical education curriculums, in which case the schools’ own physical education teachers are responsible for the lessons.
Break activity volunteers in primary schools
- Break activity volunteers are trained during autumns in co-operation with the Department of Teacher Education in Turku
- The target group is the students of the 5th and 6th years
- The aim is to promote exercise during breaks with a ‘peer instructor’ principle
- Contain equipment suitable for break activities
- In primary schools every class has their own break basket
- In secondary schools the equipment is school-specific
- The baskets should be restocked on a regula
The name SPIN was invented by students – it comes from the words ”sportin innoittamat” which means ‘inspired by sport’.
SPIN activities train secondary school students to become the physical education representatives of their own schools. SPIN activity was initiated by the Finnish School Sport Federation (KKL) in 2005.
Physical exercise guidance is organized by the physical education instructors of the Education Division in co-operation with the various administrative sections and education institutions of the city as well as with the operators of the third sector.
Physical exercise guidance supports the physical education and health education given during lessons. Guidance is planned in co-operation with the Student Sport Committees consisting of the schools' physical education representatives and physical education teachers.
Physical exercise at school consists of physical education lessons that are based on the physical education curriculum, lessons including physical activity as well as the physical activity during breaks, on the way to and from school, during club activities and activities organized by the physical exercise guidance at school.
- There are physical education lessons weekly throughout the school year in basic education
- In upper secondary education there are two compulsory physical education classes during the entire upper secondary school