Studying in the ICT track
Kerttuli Upper Secondary School ICT track is a national special upper secondary school accepted by the Ministry of Education. It is a continuation of the ‘future’s professionals of information technology and media’ track that began in autumn 2000, and it functions in close interaction with higher education institutions and business life.
Over 30 sports are represented in Kerttuli Upper Secondary School. Sport-specific morning coaching is given in 14 sports with 23 sports coaches. The athletes of other sports participate in attribute training or train in ways that have been agreed on separately and according to programmes designed by their own coaches.
Vamos Turku is a service produced by Helsinki Deaconess Institute. It offers support in the form of individual and group training for 12–19-year olds.
The training supports the growth and well-being of the youth both at home, in school, and during free time. We can help with matters related to the youth’s school attendance, coping, becoming independent, social relationships, or free time. The training is walking with the youth and supporting him/her through the changes. The training is based on the youth’s own goals, wishes, and needs.
The first choice that guides your career is made during the joint application period in the spring of your ninth school year. You should gather information about the following topics in order to build a foundation for your decision:
TET-market is a network of companies. The network has been built to ease the finding of a TET-training job. Contact information of companies is in Finnish and has been sorted by fields of education:
TET-market (in Finnish)
TET-training period of work experience is usually a week-long period during the autumn of the 9th year (weeks 40–50) before the joint application period, and during the spring of the 8th year.
If a company would like to participate in the TET-market, it can enroll at oppilaanohjaus(at)turku.fi
Students who have difficulties in learning or school attendance have the right to get part-time remedial teaching alongside other teaching. Part-time remedial teaching is given to students who have, for example:
Students who have temporarily fallen behind in their studies or otherwise need short-term support in their learning have the right to get remedial teaching. Remedial teaching should be started immediately when the difficulties in learning or school attendance have been noticed, so that the students would not stay behind permanently in their studies. Remedial teaching can counteract difficulties beforehand. Remedial teaching should be organized according to a plan and as often as is necessary.
Characteristic to remedial teaching are individually planned
Parents have the primary responsibility for the upbringing of the child. The school is responsible for the student’s teaching and upbringing as a member of the school community. The task of the school is to provide the parents or guardians with information so that they can follow and advance their child’s school attendance and learning. Co-operation between school and home is essential for the school work to succeed.
Flexible teaching arrangements means methods of working and doing that take into account the students’ individual learning and developmental needs. The primary aim is to support the students with their studying in their own learning environments in such a way that the objectives of the curriculum are met.
Organizing flexible teaching arrangements calls for:
- time reserved for collaborative planning
- applicability of the timetable
- commitment to the arrangements by the school teachers and management
Differentiation is based on knowledge about the student and is the starting point of all teaching. It applies to:
- extent and depth of studying
- rhythm and progress of studying
- students’ different ways of learning
Differentiation is based on the students’ needs and possibilities to:
The natural sciences track of Turun Suomalainen Yhteiskoulu Upper Secondary School has a special task granted by the Ministry of Education. It is possible to emphasize natural science subjects – physics, chemistry, biology and geography – at the upper secondary school, and on certain conditions to leave out eight mandatory courses from other subjects, respectively. It is also possible to focus on one or two natural science subjects according to postgraduate study ambitions. Students at the natural science track get a versatile base for higher education studies.
The marine study track of Turun Suomalainen Yhteiskoulu Upper Secondary School emphasizes mathematical and natural science subjects, the Baltic Sea, sea environment and marine research, as well as seafaring and entrepreneurship. Also seafaring and tourism courses are offered as special courses.
Turun klassillinen Upper Secondary School is a national upper secondary school of expressive arts (arts/communication). The expressive arts studies are composed of theatre, dance and media courses. Approximately 40 expressive arts courses are available annually. The syllabus of expressive arts is 12 courses. Students who complete the entire syllabus may leave out a maximum of 8 mandatory upper secondary school courses from their curriculum.
In the music study track of the upper secondary school it is possible to add plenty of music courses of all sorts. Available are, for example, choirs, an orchestra, singing and instrument lessons, bands, composing, music expression and conducting. The selection varies annually.
The upper secondary school conducts international co-operation and the students get valuable experiences from tours abroad and while hosting return visits.
What is Global Education?
- International education = Global education = an activity guiding people’s joint responsibility worldwide
- The task is to open people's eyes and minds to the realities of the world, and awaken them to bring about a world of greater justice, equity and human rights for all
- Learning can be described as a change in the cognitive, psychomotor or emotion control systems which mainly corresponds to the division: knowledge, skills, attitudes and action
Fields of global education:
Earlier studies or courses that have been completed in some other education institution will be accepted as part of upper secondary school studies as far as they correspond with the contents of upper secondary school courses. You must always negotiate the course equivalences and accreditations with the upper secondary school to the studies of which you wish to add the earlier studies or courses completed elsewhere.
Stress is familiar to many upper secondary school students. Stress means that there are challenging things happening in your life that are requiring your attention and activating your body for action. Your heart and blood circulation, lungs and respiratory system, muscles and nerves, as well as your brain are preparing for the incoming situation. Your body is preparing to act as well, fast and strongly as possible.
Life is a balancing act
Studying in upper secondary school is one part of your life. You decide for yourself how important it is and how much time you spend on it. You need to divide your time between many aspects of life. Where you are present and what you spend your time on tell about the things that are important to you. For example, if you contact your friends often, it says that friends are important to you.
The well-being of the mind is an important part of health and coping. It is good to have accurate knowledge about learning and the comprehensive well-being of body and mind as they support upper secondary studies.
It may become necessary for you to contact the school psychologist, special needs teacher, school social worker or public health nurse. You can also ask a parent or guardian, group instructor, guidance counsellor or public health nurse to contact them for you.
The aim of student welfare is to promote the learning, health and well-being of students.
Student welfare means the services of psychologists, school social workers and school health care. Student welfare is executed as multidisciplinary co-operation between Education Division and Welfare Division. Close co-operation is conducted with students and their parents as well as with other partners in co-operation if needed. Student welfare is organized as communal student welfare and individual student welfare.
The vocational education of adults consists of basic degrees, which are completed by passing the competence-based qualifications, and of further vocational qualifications and specialist vocational qualifications. Young persons and adults can study the same basic degrees. Vocational further education and training as well as continuing education are possible at different phases of career. In addition to education institutions, learning also takes place at workplaces. The joint application system is not applied to competence-based qualifications that are primarily aimed at adults.
Apprenticeship training is a flexible and practical form of education where the student and the employer together make a contract of employment and training. The student must find the apprenticeship job him/herself.
Apprenticeship training will be suitable for you if
- you lack vocational training
- your duties at work have extended
- you want a new occupation
- you want to develop your expertise and know-how
Learning takes place mainly at the workplace with practical tasks, which is supplemented by studies at the institute.
You can apply to numerous Turku Vocational Institute (TAI) education programmes throughout the year.
You can also enquire about available study places directly from the institutions themselves:
Hairdresser student Laura Baudini’s weeks in Turku
Spring brought not only sunshine but also a radiant visitor from the small French town of Villefranche de Rouergue near the Pyrenees. Her two-week visit to Finland and practical training at the Bleis Salon under the guidance of owner Heli Tikkanen evidently went swimmingly, because Laura Baudini says she would like to come back to Finland again.