1. Presentation of Viitaniemi school 2009 1 www.hansjoss.ch/finnl_april09

2. Viitaniemi School One of the nearly 50 schools in Jyväskylä giving basic education One of the nearly 50 schools in Jyväskylä giving basic education 50 teachers and 10 assistants 50 teachers and 10 assistants Principal Olli Lehtonen Principal Olli Lehtonen Vice-principals Tero Kamppi and Anne Keihäsvuori Vice-principals Tero Kamppi and Anne Keihäsvuori 2www.hansjoss.ch/finnl_april09

3. Our personel 3www.hansjoss.ch/finnl_april09

4. Pupils 7th-9th graders who come from certain parts of the city 7th-9th graders who come from certain parts of the city Special groups: international classes (taught in English) and autistic pupils Special groups: international classes (taught in English) and autistic pupils 500 pupils altogether (24 pupils in international classes and 5 in autism education) 500 pupils altogether (24 pupils in international classes and 5 in autism education) 4www.hansjoss.ch/finnl_april09

5. Our basic principles The pupil is met as an individual The pupil is met as an individual Encouraging atmosphere Encouraging atmosphere A democratic community where everyone’s respected A democratic community where everyone’s respected 5www.hansjoss.ch/finnl_april09

6. Aims and emphasis Supported learning Supported learning International connections International connections CLIL-teaching CLIL-teaching Environmental research projects Environmental research projects Wide variety of optional subjects (pupils are free to choose) Wide variety of optional subjects (pupils are free to choose) Student association and parents’ association are an important part of school work Student association and parents’ association are an important part of school work 6www.hansjoss.ch/finnl_april09

7. School building Totally renovated 2007-2008 Totally renovated 2007-2008 Designed for 450 pupils Designed for 450 pupils 30 classrooms and other teaching premises 30 classrooms and other teaching premises Latest teaching equipment (dataprojectors and computers), also some Smart Boards Latest teaching equipment (dataprojectors and computers), also some Smart Boards Some of the computers run in Linux Some of the computers run in Linux New furnishing New furnishing 7www.hansjoss.ch/finnl_april09

8. The 2nd floor Rooms for Physics, Chemistry, Biology, Geography, Foreign Languages, Computer Science and Autism Education 8www.hansjoss.ch/finnl_april09

9. The 1st floor (main entrance floor) Rooms for Textile Handicrafts, Arts, Special Education, History, Social Science, Finnish and Home Economics 9www.hansjoss.ch/finnl_april09

10. Basement Rooms for Mathematics, Religion, Health Science, Music, Students Association and, next to Sport Hall also Crafts 10www.hansjoss.ch/finnl_april09

11. Periods and concentration of subjects 4 periods with schedules of their own 4 periods with schedules of their own Subjects are concentrated in different periods (usually 4 lessons=2 double lessons a week) Subjects are concentrated in different periods (usually 4 lessons=2 double lessons a week) P.E. is an exception (there are PE lessons in every period) P.E. is an exception (there are PE lessons in every period) The idea is to reduce incoherence and increase target-oriented learning (every course is assessed) The idea is to reduce incoherence and increase target-oriented learning (every course is assessed) 11www.hansjoss.ch/finnl_april09

12. An example of concentration This pupil has only 2-4 subjects a day which makes 8-9 different subjects a week instead of around 15, which is the total amount of subjects pupils study yearly. She can concentrate on studying Maths, Finnish, English, Social Science, Physics and Geography in the 3rd period. Moreover, she’s got P.E. and Pupil Guidance in her schedule. 12www.hansjoss.ch/finnl_april09

13. Special-needs education Two different types: part-time and full-time special education Two different types: part-time and full-time special education No big difference – the aim is to integrate pupils into regular education No big difference – the aim is to integrate pupils into regular education Pupils who attend full-time special education usually have other than learning problems, too Pupils who attend full-time special education usually have other than learning problems, too Pupils get support also in regular education (assistants, individual education plans) Pupils get support also in regular education (assistants, individual education plans) Integration takes also place in autism education Integration takes also place in autism education 13www.hansjoss.ch/finnl_april09