A student has completed the general upper secondary syllabus when they have passed the minimum number of modules and reached a minimum of 150 credits. General upper secondary studies consist of study units and modules, the difference being that modules are the building blocks defined in the national core curricula, and study units locally formed study entities composed of a variety of modules.   

 

Transversal competences are a key part of both subject-specific studies and those integrating different subjects. Each subject approaches transversal competences from their own fields of knowledge and science. 

Mother tongue and literature is a multidisciplinary subject involving theoretical, practical and cultural dimensions. 

 

The task of mother tongue and literature is to improve the students’ language proficiency, interaction skills, and multiliteracy. The studies strengthen the students’ interest in language, literature, and other forms of culture as well as increase their awareness of their skills as communicators and language users. The studies support the development of their language awareness, cultural knowledge and ability, and learning in all subjects. The objective is that the students learn knowledge and skills which support their further studies and active citizenship (2019 NCC). 

 

Mother tongue and literature as a subject 

 

Mother tongue and literature has 12 syllabi, which have specific tasks but share the above task of the subject.  

The 12 mother tongue and literature syllabi are: 

  • syllabus in Finnish language and literature,  
  • syllabus in Swedish language and literature,  
  • syllabus in Sámi language and literature,  
  • syllabus in Roma language and literature,  
  • syllabus in sign language and literature,  
  • syllabus in Finnish as a second language and literature,  
  • syllabus in Swedish as a second language and literature,  
  • syllabus in Finnish for Sámi speakers,  
  • syllabus in Swedish for Sámi speakers,  
  • syllabus in Finnish for sing language users,  
  • syllabus in Swedish for sign language users,  
  • and syllabus in a student’s other mother tongue and literature.    

In general upper secondary, compulsory credits for mother tongue and literature are 12 cr and optional 6 cr. 

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Teaching language develops students' intercultural communication skills: It gives them knowledge and skills of language and its use, and offers them an opportunity to develop their knowledge, awareness, understanding, and appreciation of linguistic areas, the communities, and the culture within. 

 

Second national language 

 

In Finland the two national languages, Finnish and Swedish, are both taught as a second national language. For example, a person studying Finnish as their mother tongue and literature will take Swedish as their second national language, and vice versa.  

 

In general upper secondary, compulsory credits for second national language are 12 cr (A-syllabi; advanced level syllabi) and 10 (B1-syllabi; intermediate level syllabi), and optional are 4 cr (both A and B1 syllabi). 

 

Foreign languages 

 

General upper secondaries usually offer a variety of foreign languages for students. The options depend on the general upper secondary.  

 

At general upper secondary students take one A-syllabus language and a B1-syllabus language, and can choose to take more languages. The most popular foreign languages studied in 2018-2019 were English, German and French. The general upper secondary schools have also had students studying for example Spanish, Russian, Chinese, and Latin.  

 

In general upper secondary, credits for optional B2 and B3 syllabi, ie. basic level foreign languages, are 16+16 cr. 

 

As subjects that provide the students with skills and instruments, languages offer tools for recognising, practising, developing, and adopting transversal competences and reflecting on values and attitudes.

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Maths 

 

The study of mathematics provides the students with the ability to understand, apply, communicate, and evaluate mathematical information. The instruction of mathematics develops the students’ skills in calculation, creative thinking, modelling phenomena, making predictions, and problem-solving.   

 

The purpose of teaching mathematics is to encourage students to ask questions, make assumptions and draw conclusions based on their observations and argue for them. The students are also encouraged to develop creative solutions to mathematical problems. The teaching looks at the connections between mathematics and everyday life, and purposefully utilises chances to develop the student’s personality, which means supporting their interests, encouraging experimentation and developing data acquisition processes, for instance. 

 

Finnish general upper secondary education has two syllabi for mathematics: the advanced mathematical syllabus (compulsory 18 credits, optional 6 cr) and the basic mathematical syllabus (compulsory 10 credits, optional 4 cr). The students can choose which one they take and change from advanced to basic if they wish to do so.  

 

Biology and geography 

 

The purpose of biology teaching is to stir an interest towards the quickly developing bio- and environmental sciences, as well as deepen understanding of life related phenomena, from the molecular and cellular levels to the biosphere. The purpose of geography is to broaden students’ geographical worldview and develop a readiness to understand global, regional and local phenomena, the temporal changes, and contextual problems and solutions.  

 

The study of biology guides the student to understand the structure, action and interrelationships of living nature, as well as the significance of evolution in the development of living organisms. Studying biology helps the student to understand the opportunities of biosciences in advancing humankind’s, other living organisms’, and living environments’ well-being, and support the development of the student’s scientific thinking. 

 

In general upper secondary, compulsory credits for biology are 4 cr and optional 6 cr.  

 

Geography teaching encourages student to take a stand in their own environment’s, region’s, as well as global changes, and working actively for the well-being of nature and humans. Geography guides the student to be aware of the interrelation between nature and human activity, and see the world as ever-changing and culturally diverse living environment. The use of geomedia and discussion on current news, train the student’s participation and skills of influence, and critical thinking. In addition, students are supported in building a sustainable future.   

 

In general upper secondary, compulsory credits for geography are 2 cr and optional 6 cr. 

 

Physics and chemistry 

 

Physics is an empirical natural science, where the purpose is to understand and explain natural phenomena and its basic structure. Studying chemistry supports the students’ natural scientific thinking and the development of a modern worldview.  

 

In physics, knowledge of nature is gained with experiments, that are adapted to understanding phenomena. Physics is characterised by experimentality. The student learns to observe the phenomena and the structure of nature in light of their previous knowledge and conceptions. Student learn to plan experiments together and discuss the results and material of experiments.  

 

In general upper secondary, compulsory credits for physics are 2 cr and optional 12 cr. 

 

Chemistry helps to understand everyday life, nature, and technology, as well as chemistry’s significance in the well-being of both humans and nature. Students study substances, their structure and characteristics and the reactions between substances. The observation and studying of phenomena and substances, and different modeling methods are characteristics of chemistry as a discipline.  

 

In general upper secondary, compulsory credits for chemistry are 2 cr and optional 8 cr. 

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Philosophy 

 

Philosophy examines the reality as a whole and different ways of perceiving it. Knowledge of the questions it explores lays the foundation for the understanding and rational evaluation of views concerning the world, society, and humanity. Studying philosophical thinking develops the students' skills in weighing critically the justifications of different views. 

 

Studying philosophy, students learn to conceptually outline questions on values, norms, and meanings. This fosters the students’ capability for ethical thinking and its understanding; what is the significance of different skills and knowledge for individuals and society. Studying philosophy helps to picture extensive conceptual wholes and connections. It helps to see how different disciplines and their thought traditions are built and how they differ.  

 

In general upper secondary, compulsory credits for philosophy are 4 cr and optional 4 cr. 

 

History and social studies 

 

The instruction of history improves the students' general knowledge and ability and capabilities for understanding the world of their time and its processes of change. The teaching and learning of social studies, on the other hand, develops the students' understanding of the society around them and provide them with capabilities for growing into active and engaged citizens interested in societal issues. 

 

Both subjects' value-base highlights the basic premise of democracy, including equality, social responsibility, respect of human rights, freedom of expression, active citizenship, and valuing work and entrepreneurship. The subjects of history and social studies expand on the possibilities of democratic and international collaboration in solving the problems of our time, and of future.  

 

In general upper secondary, compulsory credits for history and social studies are 6 cr each and optional studies are 6 cr for history and 2 cr for social studies.  

 

Psychology 

 

The objective of psychology is to provide the students with capabilities for observing, understanding, and evaluating psychological functions in humans and the social, cultural, and biological factors that influence them. The contents of the subject are based on scientific knowledge, which is made relevant to the students by linking it to understanding human behaviour and phenomena of daily life. 

 

Diverse methods that activate the students are used in the instruction of psychology, and the possibilities offered by digitality and different learning environments are utilised. Cooperation with other subjects is natural part of the teaching and learning of psychology. 

 

In general upper secondary, compulsory credits for psychology are 2 cr and optional 8 cr. 

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Worldview studies  

 

Worldview studies is a subject that supports the development of the students’ worldviews and identity and pursuit of a good life. Personal worldview refers to the individual’s conception of the world and their place in it. The focus of worldview studies is the life student’s live in and its phenomena. 

 

The subject encourages the students to actively structure their personal worldviews, to reflect on the foundations of these views, and to analyse the factors that influence them. At the same time, the subject examines different common worldviews, which may include political, scientific, philosophical, idealistic, or religious views, or ones that have their foundation in popular culture. Studying worldview studies develops insightfulness, broad critical thinking as well as the ability to understand large entities and links between phenomena. 

 

In general upper secondary, students choose worldview studies or religion. Compulsory credits for worldview studies or religion are 4 cr and optional 8 cr. 

 

Religion 

 

The task of the instruction of religion is to support the students in building transversal general knowledge and ability related to religions and worldviews. In the teaching and learning of religion, the students familiarise themselves with religions, manifestations of religiousness, and non-religion. The students learn about religions and worldviews as part of culture, cultural heritage, and society as well as the life of the individual and the community. 

 

There are 6 different syllabi of religion in Finnish general upper secondary education’s 2019 national core curriculum. These are:  

  • Evangelic-Lutheran religion 
  • Orthodox religion 
  • Catholic religion 
  • Islam religion 
  • Jewish religion 
  • Other religions 

 

In general upper secondary, students choose worldview studies or religion. Compulsory credits for worldview studies or religion are 4 cr and optional 8 cr. 

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Visual arts 

 

In visual arts education, the students explore reality through the means of arts. The key objective of the subject is that the students understand the significance of visual arts and other forms of visual culture in their lives. Experiences, imagination, and goal-oriented work lay the foundation for multi-sensory learning. The instruction examines the aesthetic, ecological, and ethical values that are manifested in visual arts and other forms of visual culture. 

 

The teaching and learning of visual arts advance the students’ multiliteracy of visual culture and language awareness. The students observe, produce, interpret, and value images by using visual means of expression and other modes of producing and presenting knowledge. The instruction supports the development of extensive general knowledge and ability as well as growing into active local and global agency.  

 

In general upper secondary, compulsory credits for visual arts are 2 or 4 cr and optional 4 cr. 

 

Physical education 

 

The task of physical education is to support the students’ well-being, development, and learning, as well as encourage to take responsibility for their physical activity. Physical education teaches knowledge and skills that allow the students to evaluate, maintain, and develop their physical, social, and psychological functional capacity.  The teaching and learning emphasise the importance of physical activity in promoting holistic well-being as part of an active way of living. 

 

The task and objectives of physical education are fulfilled by means of versatile and safe instruction, as individual, small groups, and group settings. Students are supported with on special needs and the teaching respects safety, multiculturality and religious conviction. In teaching and learning, different working methods and techniques are used, the students are involved in planning and evaluating the activities, and they are guided to take responsibility for their and the group's activities and safety. 

 

In general upper secondary, compulsory credits for physical education are 4 cr and optional 6 cr. 

 

Music 

 

The teaching and learning of music in upper secondary school offers opportunities for experimenting with musical ways to express, use of imagination, and cross-disciplinary work in artistic subjects. The students develop their positive relationship with music and artistic expression as well as reflect on the significance of these elements in life.  

 

As a subject and an art form, music expands a view of being a human and in society. Studying music is a holistic musical learning process, where bodily, motoric, cognitive, and self-expression skills are developed in social interaction.  

 

In general upper secondary, compulsory credits for music are 2 or 4 cr and optional 4 cr. 

 

Health education 

 

Health education promotes health, well-being, and safety related competences. The teaching examines advancement of health, disease prevention and treatment from multiple perspectives. The teaching objective is to encourage responsibility in taking care of one’s own and others health and well-being.  

 

Health education enables the students to understand the broad scope of health and to recognise and modify factors that support them to appreciate, promote, and maintain their personal health as well as the health of other people and the environment. Health is understood in terms of physical, mental, and social well-being and functional capacity. The underlying values of the subject are based on respect for life, a life of human dignity with full human rights, equality, equity, responsibility, and active citizenship. 

 

In general upper secondary, compulsory credits for health education are 2 or 4 cr and optional 4 cr. 

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The purpose of guidance counselling is to support the student in their studies during general upper secondary school and ensure that the student is equipped with skills and knowledge needed when continuing to further studies or working life.  

 

Guidance counselling refers to actions through which the students reinforce their agency, functional capacity, learning-to-learn skills, and career planning skills. In this context, agency means the students’ ability to build their future and make decisions related to their studies and careers. Guidance counselling reinforces the students’ confidence in their possibilities of achieving the goals they set and trust in their ability to cope with change. 

 

Guidance counselling builds bridges from general upper secondary school to society and the world of work. It promotes fairness, equity, equality, and participation as well as prevents exclusion from education and the world of work. 

 

In general upper secondary, compulsory credits for guidance counselling are 4 cr. 

 

  

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General upper secondary school diplomas, as part of school specific thematic studies, give students the opportunity to show particular competences and hobbyism in subjects and subject groups.  

 

The diploma comprises a versatile description of the students’ goal-oriented work, advanced skills, and in-depth knowledge. When completing a general upper secondary school diploma, the students draw on and advance their transversal competences which develop during the general upper secondary studies. The general upper secondary school diploma is a manifestation of the students’ thinking, production, interpretation, and evaluation skills and their personal interests. 

 

Students can complete a general upper secondary school diploma in 

  • home economics 
  • visual arts 
  • home crafts 
  • physical education 
  • media 
  • music 
  • dance 
  • theatre 

 

School diplomas supplement the graduation certificate and the competences shown by the matriculation examination. Participation in and offering diploma modules are voluntary, so students can decide if they wish to complete a school diploma within the school diploma modules offered by their general upper secondary school.  

 

In general upper secondary, optional credits for thematic studies are 6 cr, while each diploma is 2 credits.  

 

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