Ruotsala is planning to use photography with the pupils, but she adds that the learning module needs to be planned together with the children as the new curriculum suggests. Teachers and schools should consider thefollowing when planning their assessment programmes to suit classroom practices: 1. Transversal competences and project-based learning: From the point of view of a teacher, the biggest change that the new curriculum brings is that the overall goal for basic education focuses on the learning of transversal competencies. This is in line with new research and understanding thatmultilingual individuals use language differently from monolinguals. How do your teachers react to and work with the curriculum? Sarakorpi is of the opinion that the new curriculum challenges every school in Finland to take a new perspective, for example, on the role of the students themselves. • Achieve a smooth transition to and completion of secondary education. During the event, the organisers acknowledged that project-based learning and teaching raises a lot of interest as well as puzzlement among teachers. In small insular island states like Mauritius, the ability to communicate in English has the added value of opening doors to the rest of the world, thereby helping to make the country economically viable. The best assessment strategy is chosen, which should include assessment more than one time and using more than one tool. Learners who are too severely impaired to attend mainstream schools are provided with an Adapted Curriculum and a Plus Curriculum in special schools, accompanied by required accommodation according to needs. 2.8.1 Learning AreasThe Learning Areas in Grades 7-9 are: • Languages • Mathematics • Science • Technology • Social and Modern Studies • Business and Entrepreneurship Education • Physical Education • The Arts • Life Skills and Values 2.8.2 Subjects in Grades 7-9Core Subjects • English • French • Mathematics • Science • Social and Modern Studies (SMS) • Business and Entrepreneurship Education (BEE) • Technology Studies (TS) (Design and Technology & Food and Textile Studies) • Information and Communications Technology (ICT) • Art and DesignOptional Core Subjects • Kreol Morisien • Asian Languages (Hindi, Marathi, Modern Chinese, Tamil, Telugu, and Urdu) • Other language • ArabicNon-Core Subjects • Performing Arts • Physical Education • Life Skills and Values Schools will be allowed to offer optional subjects and studies, for example, additionallanguages that are already offered in some schools. Every child deserves a fair and just education, one that will provide the opportunity toeach one of them to develop her/his intrinsic qualities, irrespective of social background. The national core curriculum was completed at the end of 2014, with the local curriculums ready in 2016. During that time around 250,000 students have visited Me & My City reaching around 75% of the 6th graders and around 40% of the 9th graders in Finland. The integration of cross-curricular areasemphasises the need to develop knowledge, skills and values beyond the boundaries oftraditional subjects to promote the all-round development of learners. Theclassroom becomes the place where teachers have additional time to help students masterthe content based on what must be taught. • Support for every learner to achieve the highest possible standard, as set in the curriculum. Part of Springer Nature. The primary curriculum is progressive across the years and spiral in nature.Compulsory EducationAGEYEARCURRICULUM STAGES CURRICULA A Nine-Year Continuous and Holistic15 - 16AdditionalSTAGESCurriculum Grades 7 to 912 - 14+ CurriculumYearsOrientation StageCurriculum Grades 1 to 65+ - 11+ Grade 9 Grade 8 Consolidation Stage Grade 7 Foundation Stage Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Table 1: Stages of the Nine-Year Continuous Curriculum 7, National Curriculum Framework Grades 1 to 6 - Foundation Stage: Grades 1, 2 and 3 The Foundation Stage starts with the Foundation Year, which strives to create a smooth transition from pre-primary to primary. The design of the curriculum for this stage reflects the importance of structured play-learning, the need for integration and the role of the mother tongue or first language (L1) as a tool for scaffolding. • In cases where learners have unique learning styles and favour tactile and kinaesthetic engagement, concrete real-life examples may be more suited, rather than the abstract methods that make demands on few faculties that the learner has more difficulty to develop. It takes the form of targeted differentiation by the classroom teacher in a special needsclassroom, remedial teaching and in special needs education by the SEN teacher. Mykrä found that climate change is mentioned only four times in the entire 500-page document. Slow learners and those with special educational needs, including the gifted and talented, are given particular attention through differentiation of methods and materials, as needed. Cross-curricular components are integrated in core learning areas with a view to providing a holisticeducation to prepare better pupils for the present, future and to enable them to adapt to aconstantly changing society. The need to develop an appreciable level of proficiency in English is also attributableto the fact that after Grade 9, learners may opt for either an academic or vocational route.They should be adequately equipped to manage effectively in the chosen field. likes, dislikes) • Expresses and shares his/her thoughts, views, opinions and expectations • Develops self-esteem and self-confidence • Identifies abilities and strengths and talks about hopes and dreams for the future • S ets goals on his/her own initiative and does his/her best (e.g. 3. All of the schools in Kittilä will have the same theme and at the end of the project-based learning module there will be an event for all schools where the work the children have completed will be presented. Theydraw the learners’ attention to the formal and functional properties of the English language andprovide a language-rich classroom environment so that learners can infer and internalize rulesunderlying grammatical usage and communicative use. National Curriculum Framework Nine-Year Continuous Basic Education | 37, 05Continuous, varied Formative to and authentic supplement summative examinations Assessment Principles for Grades 7-9Transparent, with Objective,clearly expressed valid, fair, andexpectations and challenging criteria Sensitive to learners with different abilities and needs Fig. Assessment provides multiple opportunities to challenge each learner, to enhance her/ his potential, and to achieve and improve as an individual without being in a situation of unhealthy competition.38 | National Curriculum Framework Nine-Year Continuous Basic Education, 7.2.2 Selecting an Assessment Strategy The holistic and student-centred nature of this curriculum must be reflected in the assessmentused by the teacher, the school and also at national level. Furthermore,we are facing other challenges that demand imagination and a new way of thinking so as toenable us to face the present era.