The+Curriculum

Similarly, the Finnish core curriculum recognizes that there is not just one way of establishing a good learning environment. The core curriculum allows teachers to use their professional judgement to match the curriculum in the classrooms with their context, which may be a strength in a country in which a teacher-as-researcher approach is emphasized. However, it also leaves room for unsatisfactory interpretation of the curriculum. Kansanen (2004) stated that, because the core curriculum is permissive, it leaves plenty of room for uneven interpretation

no fighting between govt and teachers the implementation of the national core curriculum in Finland has occurred in a very different context. First, as Bennett (2005: 11) pointed out, in Finland national curricula are developed ‘on a consultative basis, and receive the critical analysis and consent of the major stakeholders before becoming statutory’. Second, as we have explained, the Finnish core curriculum is one of the least prescriptive curricula, relying on the professional judgement of teachers

the learning environment must support the pupil’s growth and learning. it must be physically, psychologically, and socially safe, and must support the pupil’s health. the objective is to increase pupils’ curiosity and motivation to learn, and to promote their activeness, self-direction, and creativity by offering interesting challenges and problems. the learning environment must guide pupils in setting their own objectives and evaluating their own actions. the pupils must be given the chance to participate in the creation and development of their own learning environment. (Preamble, national core curriculum for Basic education, 2004) http://www.oecd.org/dataoecd/34/44/46581035.pdf