Crafts (Crafts and Design Education) is common school subject to all pupils in primary and lower secondary education (Basic Education Law 11§) from the 1st grade to the end of 7th grade.

Photo: Continuum of craft and design teaching

 

In crafts, Pupils study both technical work and textile work during handicraft classes. These two different ways of working deal with a great many different materials and pupils are taught to choose the right ways of working in relation to their own plans. For example, if the pupil wants to make a garment, they chooses the ways of working in textile work and textile technologies. Correspondingly, when pupils are working with wood and metal, they select technical work methods and technic technologies. The pupil learns many different techniques, handling different materials to implement the entire craft process.

Basic facts about lesson hours in crafts:

  • Approx. 2h/week (depending on education provider and the local curriculum)
  • 8th and 9th grades, the handicraft is taught as an optional subject
    • Pupils can choose approx. 1–6h/week (depending on education provider and student’s choises)
      • Optional handicraft classes (continuum to a handicraft common to all)
      • Optional advanced subjects related to different handicraft technologies. (More defined contents like clothing, electronics, robotics, 3D printing, knitting, felting, fabric dyeing, computer aided technologies (CNC, laser)
      • Optional applied studies related to different handicraft technologies. (For example 
        an entity formed from two different subjects such as Handicraft and Biolgy = “Fishing with self-made wobblers”)

The final assesment is carried out in either grade 7, 8 or 9, depending on student´s choices.

The best experts in crafts education are teachers who teach handicraft in primary school, in other words classroom teachers and of course handicraft subject teachers in grades 5–9. Handicraft Teachers are highly trained experts for their work with a university-level master’s degree.

The richness of teaching crafts is that every teacher can choose how to implement the curriculum. Teachers decide independently or together with others who teach the same subject how the craft curriculum will be implemented in their school. Students are involved in planning and designing their own work according to age. Pupils design their own handicraft processes in a guided way.

In handicraft classes teacher teaches different techniques, perseverance and skills to handle different materials appropriately and also creatively. Handicraft as a subject is a living tradition that changes and evolves in many ways over time. In handicraft classes, products and works are made in connection with learning. The aim is to create positive attitude towards valuing craftmanship with the aim of getting to know different technologies.

Dokumentation of Craft Process

Pupils document their own handicraft process mostly using the digital tools offered by the school. If necessary, own devices are used too, for excample taking videos and photos. Or they can choose to keep more traditional scrapbook portfolio or working with the notebook. The documentation can also be a homework assignment. There are several digital platforms in use and the education provider together with the teachers decides which platform license to purchase.

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Assesment is usually instructive and encouraging for students. The aims is to provide diverse feedback on progress and expertise. 

Formative assesment supports the development of a wide range of craftmanship.  It provides a variety of opportunities to demonstrate progress in skills and encourage the maintenance of one´s own strengths and mastery of one´s developing skills. Pupils are guided to evaluate their own learning process. Formative assessment provides a variety of ways to do self-assesment and get peer feedback. Self-assesment skills and the ability to give and receive peer feedback are developed as part of formative assessment. 

Summative assesment is based on the whole craft process, its objectives and criteria. The dokumentation (produced by the pupil and the teacher) of the different stages (of process) serves as a tool for evaluation. 

Final Assessment of Crafts (Craft and Design)

The final assesment takes place in the end of the academic year in which the study of crafts (craft and design) ends as a common subject for all in grades 7, 8, or 9, according to the division of hours decided and described in the local curriculum.The final assesment describes how well and to what extend the student has achieved the objectives (aims) of the crafts curriculum at the end of study. The final grade takes into account all the aims of the crafts (craft and design) curriculum defined in the basis of the upper secondary education curriculum and the related final assessment criteria, regardless of which grade 7, 8, or 9 the individual objective (aims) is set in the local curriculum. The final grade is an overall assessment based on the objectives (aims) and criteria of the craft and design curriculum. Achieving a better level of competence for one aim can compensate for abandoned or poorer performance for another aim. The evaluation of the work is included in the final evaluation inf the handicraft (craft and design) curriculum and the final grade formed from it.

Evaluation of Work in Crafts (Craft and Design)

Working is part of subject assessment. It is based on work skills aims set in different subjects. Working skills are skills developed during primary and lower secondary education as part of the subjects.

Working skills are

  • to work independently or together
  • to plan and evaluate their own work
  • to act responcibly and try their best
  • to interact constructively.

When the teacher carries out the assessment according to the objectives and criteria of the subjects, the work also becomes assessed. 

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