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Definitions of descriptors in the report cards

You need extra practice means the student needs long-term support (e.g. differentiation in teaching and learning material, tutorial lessons, special education or more time to complete his/her studies). As required, s/he may be referred to more specific tests or receive intensified support.

You have made progress means that the student's progress is slow or s/he may experience difficulties in his/her studies. However, s/he has made a good start or s/he has progressed as compared to the previous year or the beginning of the school year.
 

1. LANGUAGE

A description of good performance at the end of Grade 2

The students' interaction skills have developed so that they:

  • Are used to expressing themselves verbally: they are able to tell a small group about their observations and experiences so that the listeners can follow the narration
  • Are able to act appropriately in everyday speaking situations, follow the narration and discussion of the teacher and other students, and make an attempt to reciprocate when speaking; during a discussion they respond to what they have heard with their own thoughts and questions
  • Participate in practising communication.

The students' reading and writing skills have developed so that they:

  • Have advanced from the learning to read phase to the improved basic technique phase; they read fluently enough to be able to read text for their own age group
  • Begin to examine, when they are reading, whether they understand what they have read; they are able make conclusions about what they have read
  • Are able to express themselves in writing well enough to master everyday writing tasks in their own lives. They are also able to write using their imagination
  • Are able to connect letters when writing; they are able to produce their own text on a computer
  • Are able to write simple and familiar words almost perfectly and have begun to use periods at the ends of sentences and capitals at the beginning of sentences.

The students' relationship to literature and the language has developed so that they:

  • Find themselves appropriate and enjoyable reading; they read for pleasure and to acquire knowledge
  • Have read at least a few children's books corresponding to their own reading level and their media reading skills are good enough to be able to follow and use programs for their own age level
  • Are able to make observations about the language that are characteristic of their age group: they can break down words into syllables and sounds, they can make rhymes and think about the meaning and form of words; they know the alphabet and are able to use the alphabetical system
  • Are used to using learned concepts when talking about language and texts.
     

2. MATHEMATICS

A description of good performance at the end of Grade 2


Reasoning and working skills

The students:

  • Indicate their knowledge of mathematical concepts by using them to solve problems and presenting and explaining them to the other students and the teacher
  • Are able to come to reasonable conclusions and explain what they have done and are able to present their solutions both verbally and in writing using concrete examples, devices and illustrations
  • Are able to make comparisons, e.g. compare lengths, set things in order, find opposites, classify items according to their characteristics, as well as state an object's location, e.g. by using the terms: above, below, right, left, behind, between; they are able to compare sizes of groups by using the terms more, less, as many, many, few, as well as write and use the comparative symbols >, =, and <.

Numbers, mathematical operations and algebra

The students:

  • Understand the significance of numbers for indicating amount and order, can write numbers and know the set of real numbers
  • Are able to break down and combine numbers, compare them, form sums and series of numbers; they are familiar with even and odd numbers
  • Are familiar with and understand the decimal system as a place system and know how to use it
  • Understand addition, subtraction, multiplication and division and know how to apply them to everyday situations
  • Are able to choose a number of alternative solutions in simple situations
  • Are familiar with and understand how to present simple fractions such as one half, one quarter and one third using concrete tools.

Geometry

The students:

  • Can identify basic forms from plane figures and samples, e.g., square, triangle, circle, sphere and cube, and is familiar with the basic concepts of geometry: dot, line segment, horizontal line, ray, straight line and angle, and their relation to simple plane figures
  • Can use simple symmetry and enlargements

Measurement

The students:

  • Are able to measure using simple measuring devices and are familiar with basic quantities such as length, mass, volume and time
  • Are able to notice necessary information in simple everyday problems and are able to use their mathematical knowledge and skills to solve them
     

3. UNITS OF INQUIRY

A description of good performance at the end of Grade 4


Nature study skills

The students:

  • Are able to make observations using different senses and are able to concentrate on important characteristics of the subject they are observing
  • Are able to describe, compare and classify articles and organisms as well as phenomena according to their different characteristics
  • Are able to do simple supervised experiments relating to nature, natural phenomena and the man-made environment
  • Are able to use different sources of information and compare acquired information in various ways
  • Are able to describe the information they have acquired from nature verbally, in writing and by drawing.

Living organisms and environments

The students:

  • Understand how organic and inorganic nature differs from each other and are able to describe the characteristics of different environments such as a yard, park, forest, meadow and field and also identify their most common types of living organisms; the students are able to give examples of invertebrates and vertebrates
  • Are familiar with the different aspects of the changing seasons and are able to describe how living organisms have adapted to the different seasons and especially to winter in Finland
  • Are aware of where food comes from and where it is produced
  • Are able to describe differences between the natural environment and a man-made environment; they take an interest and responsibility for them and are able to value the beauty, diversity and enjoyability of the environment
  • Know how to read a map and are able to use the points of the compass, the key, the scale, and are able to make a simple map of the school yard and of their own immediate surroundings
  • Are able to describe the natural conditions and people's activities in their own home locality and municipality
  • Are able to identify Finland, the Nordic countries and other surrounding areas and understand the scenic richness of these areas
  • Understand that their own home locality is a part of Finland and Finland is part of the Nordic countries and also understands the world as a place where people live.

Elements and phenomena of the environment

The students:

  • Are able to use basic concepts and perceive concepts as entities
  • Are able to use simple research equipment such as clocks, linear measures, thermometers and loupes, and use equipment they have made themselves when making observations
  • Are able to explain the function of different devices such as levers, wheels and springs and are able to test the strength of different structures
  • Are able to construct a simple electric circuit using a battery, lamp and conducting wire and are familiar with electrical appliances used in the home; they understand that there are dangers connected to the use of electricity and they know how to use electrical appliances safely
  • Are aware of different sources of light, sound and heat, and can identify and study phenomena related to light, sound and heat such as the progression of sound, the progression and reflection of light as well as the conduction of heat and warming
  • Are familiar with measures to protect sight and hearing and prevent burns and know how to act accordingly
  • Are able to study the characteristics of air and water, the changes of state of water and are able to describe nature's water cycle
  • Understand how a substance can be converted into another substance, e.g. when a candle or wood burns, and are also familiar with flammable material and are able to use fire extinguishing equipment
  • Are familiar with the properties and uses of different substances and materials and know that at home there may be harmful substances such as medications, detergents, cleansing agents, as well as solvents, tobacco and alcoholic products
  • Know how to sort garbage, do not litter and know how to conserve water, electricity and heat.

The human being and health

The students:

  • Are able to describe growth and development as well as the different phases of life, are able to name the most important parts of the human body and its main vital functions
  • Are familiar with everyday practices and habits that promote health: a diurnal rhythm, adequate sleep and rest, nourishment, eating regularly, daily exercise, proper positions for working when at school and at home, posture, oral hygiene, hygiene, dressing
  • Are familiar with basic rules of working in a group and polite behaviour; they can identify and name different emotions and are aware that the display of emotions can be controlled
  • Are able to describe the most common children's illnesses, their symptoms and treatment; they are familiar with basic rules for taking medications; they have knowledge of simple first aid and are able to call for and get help if necessary

Safety

The students:

  • Are able to describe different characteristics of teasing and violence; they are aware of an individual's right to physical inviolability and can identify the difference between acceptable and unacceptable contact; they know how to find help for themselves if necessary and know who can help at school and in the local community
  • Understand at their own age level what actions are appropriate and what are not
  • Are aware of and can identify hazards in the local community and in traffic, around water, or on the ice; are aware of traffic regulations pertaining to pedestrians and cyclists and understand why instructions and rules must be followed.
     

4. PHYSICAL EDUCATION

A description of good performance at the end of Grade 4

The students:

  • Have a command of basic motor skills and can apply them to different forms of athletics
  • Are able to run, jump and throw
  • Are familiar with gymnastics without equipment, and gymnastics with equipment and apparatus
  • Are able to express themselves through creative movement and move in rhythm or with music
  • Are able to use sports equipment while playing and practising and know how to play games
  • Are able to orienteer using a map
  • Are able to glide, move forward and stop when skating
  • Are versatile on skis
  • Are able to act with persistence and have a realistic picture of their own performance
  • Know how to dress appropriately for physical activities and know about hygiene
  • Function alone or in a group according to rules and participate in physical education in a responsible and enthusiastic manner
     

5. TECHNOLOGY

A description of good performance at the end of Grade 4

The students:

  • Are able to, under supervision, produce creative ideas and try technical solutions as well as design a product they are able to produce
  • Work appropriately under supervision, carrying out their plans and working safely
  • Have a command of the basic techniques of crafts, are familiar with principal terms and identify basic materials
  • Are able to work with persistence as a member of a group or independently, want to develop as craftsmen and take responsibility for shared tools, keeping the work area in order and pleasant
  • Understand technological operating principles in the environment
  • Evaluate and value their own and others' work, learning, and work results
  • Have a positive attitude toward their own cultural tradition and that of others.
     

6. MUSIC

A description of good performance at the end of Grade 4

The students

  • Are able to use their voices so that they can participate in singing together in unison
  • Identify music's basic beat so that they can practise playing an instrument and can play it together with others
  • Master a repertoire of songs and know some from memory
  • Are able to, alone and as part of a group, use sound, movement, rhythm or melody to come up with their own musical solutions for, e.g. echoes, question/answer and solo/all
  • Recognize music they hear and are able to express what they hear verbally, by pictures or by movement
  • Are able to function as a member of a music making group, taking into account the other members of the group.
     

7. VISUAL ARTS

A description of good performance at the end of Grade 4

The students

  • Are able to give a picture form to their thoughts, emotions and imagination and also change what they perceive into pictures
  • Understand the basics of composition when making pictures and creating space and understand the qualities of material
  • Are able to use essential tools and techniques when making a picture and use drafts when they work
  • Are able to take care of their tools and materials
  • Are able to save/store their working process and use it in their self-evaluation
  • Are able to discuss their own and other people's pictures and explain their own artistic preferences and use basic visual art concepts
  • Are aware of what artists do, are familiar with some Finnish artist's works of art and the visual expression of foreign cultures in their own realm of experience
  • Know what to do in a museum and at an art exhibit and other art events
  • Are able to, under supervision, use works of art, pictures in the surrounding area, nature and the man-made environment, books, magazines, museums, galleries and the information network as sources of information
  • Are able to recognize and evaluate aesthetical and ethical values in their own neighborhood and school
  • Are familiar with what architects and designers do, and are familiar with some architects' and designers' works
  • Are able to evaluate their own media use, make their own choices and explain their viewpoints
  • Are able to perceive and assess the differences between the real and imagined world
  • Are able to use some tools for communicating through art/ pictures
  • Are able to work alone and in interaction with others