Although recent reports in Finland have made a number of specific recommendations for improving student learning, the focus outside Finland has centered on Finland’s interest in promoting more of a focus in schools on interdisciplinary topics. Following an initial report from the Independent that the school subjects would be “scrapped” around the country, Pasi Sahlberg explained in The Conversation “Finnish schools will continue to teach mathematics, history, arts, music and other subjects in the future.” But he also outlined aspects of the new Core Curriculum and the extent of local authority that will affect how an interest in promoting more interdisciplinary approaches is playing out in Finland.
“In order to meet the challenges of the future, the focus (in the core curriculum) is on transversal (generic) competences and work across school subjects. Collaborative classroom practices, where pupils may work with several teachers simultaneously during periods of phenomenon-based project studies are emphasised.
The pupils should participate each year in at least one such multidisciplinary learning module. These modules are designed and implemented locally. The core curriculum also states that the pupils should be involved in the planning.”
Notably, a more radical version requiring much more of a focus on grouping subjects together though more generic competences was proposed earlier in the curriculum renewal process. However, that proposal was stalled by political debates, particularly objections by one of the six political parties that were involved in the coalition government at the time.
Irmeli Hallinen, Head of Curriculum Development at the FNBE and a key participant in the most recent renewal of the Finnish Core Curriculum, provides further clarity on the new emphases in latest curriculum renewal in a blog post (What’s going on in Finland – Currriculum Reform 2016). As she puts it:
“Developing schools as learning communities, and emphasizing the joy of learning and a collaborative atmosphere, as well as promoting student autonomy in studying and in school life – these are some of our key aims in the reform. In order to meet the challenges of the future, there will be much focus on transversal (generic) competences and work across school subjects.”
Hallinen goes on to explain that the curriculum framework identifies learning goals in seven different competence areas, with local authorities able to consider their own ways of reaching those goals. Hallinen points out that the emphasis on the competences will be reflected in assessments as well:
“The competences will also be assessed as a part of subject assessment. In this way every school subject enhances the development of all seven competence areas. This is a new way of combining competence-based and subject-based teaching and learning. Nevertheless, the traditional school subjects will live on, though with less distinct borderlines and with more collaboration in practice between them.”