Pupil Guide 7-9

Important phone numbers and addresses
Turku International School
Annikanpolku 9
20610 TURKU
Switchboard
Fax
Internet
Head of International School
Vesa Valkila
phone number
email
address
33371
333 7800
www.tis.utu.fi
www.tnk.utu.fi
++358 400 523 093
vesa.valkila@utu.fi
Annikanpolku 9
20610 Turku
Deputy head
Tarja Ruohonen
333 7852
Head of Turku Teacher Training School
Veli-Matti Hakanen
333 7822
Principal of basic education in Turun normaalikoulu
(gr. 7-9)
Annika Hongisto
333 7823
Office (grades 7-9) Secretary
Kati Eteläkoski
Satu Rauhala-Zerkout
333 7633
333 7869
Teacher’s room (grades 7-9)
333 7851
Guidance counsellor
Mira Kallio
333 7910
Special education teacher
Heli Martinmäki
333 7803
Special education teacher
Pekka Lamberg
333 7803
Pupil welfare officer
333 7873
School psychologist
Petri Tiitta
School nurse
Vilma Alcenius
333 7818
333 7666
Technical services
333 7667
2
Dear Pupils, Students and Parents
Welcome to the 10th school year of TIS. What will our students need in the future? Good
academic language skills, knowledge of other languages, good self-esteem, skills to
cooperate. What else will they need? Today's first graders will finish their studies either in
upper secondary school or in vocational studies in 12 years time, in the year 2024. What
knowledge and skills will they need in 2024? I cannot predict the future, I can only think of
different possibilities. However, it is important that we think about this matter, that we think
about how to prepare our students for the future. Although we might be preparing them for
jobs that didn’t even exist in 2012.
At least one thing will be true: Finland will be more multicultural in 2024 than it is today. In
TIS, we have now almost ten years experience about the needs of culturally and
linguistically diverse students. As professor Nancy Commins has pointed out, academic
language skills of our students should be in the center. We should increase the awareness
among students about the fact that they are becoming bilingual or trilingual and that it is an
opportunity not a burden for them to know many languages. Besides, we can make every
learner in our school benefit more from their multicultural background and their
international learning environment.
Another matter that will be true also in 2024, is that every student needs a teacher to
whom they can trust, a teacher who creates a safe learning environment and a teacher
who brings good atmosphere. In TIS and in Normaalikoulu we have teachers who love to
work with international students and I am sure that every family, every new student feel
that they are welcomed to join us. Finland might be a cold country, but at school you feel
yourself warm.
In 2024, just as today, we will need close cooperation between the school and homes. It is
vital to our school community, that parents are seen as partners who take responsibility of
learning together with teachers. Teachers’ and parents’ close cooperation will increase
child's motivation to study and learn. In TIS we highly appreciate the fact that we have
active parents who are interested in developing TIS.
I wish all our students innovative moments of learning - you have a right to fail, but also to
be successful! Enjoy learning at TIS!
Sincerely,
Vesa Valkila
Principal
TIS
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Basic Information about Turku International School
Turku International School belongs to a network of international and IB-schools. It
was founded by the city of Turku in 2003. According to the treaty signed between
the city of Turku and the University of Turku, Turun Normaalikoulu, (Teacher
Training School of Turku), will take care of the teaching in the International School.
The official language of the school is English. The school functions as an
independent unit maintained by the city of Turku. It is located in Varissuo which is
about 6 km from the city centre. The first 6 grades are situated in the TIS building
next to normaalikoulu, while the other classes and management are in the
normaalikoulu building.
Turku International School was founded to meet the educational needs of the
increasingly international population in and around Turku. Turku likes to attract
internationally orientated people to move to and settle down in this region. Turku
has three universities and it is their strategy to recruit foreign experts. The school
provides education from primary to high school level for children of foreign families
temporarily living in Finland and for children of returning families. In special cases,
children from Finnish families may be able to attend as well. This means that TIS
educates the professionals of tomorrow and also builds the international
infrastructure of the city.
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Operational culture of Turku International School and Turku
Teacher Training School
Turku International School and Turku Teacher Training School is a facility that
respects human values: the balanced development of its pupils is considered the
highest priority in every action taken.
Together with the knowledge based goals it is an essential part of the learning
process to support and guide pupils so that their independence, co-operational
skills and sense of responsibility develop favourably and that they have access to
the resources to build a realistic and positive self esteem.
Pedagogic view
To us education means, assisting individuals and allowing them to grow. In cooperation with the home we want to support the personal growth, development and
learning of every child and young person. We believe that every child can grow to
be a complete, stable and independent human being who is able to appreciate
one’s self and other people. During this growth, knowledge of one’s own cultural
identity and good communication skills are important. We believe that becoming
ethically responsible is an important part becoming a civilised human being.
The conception of learning
Everyone learns in their own way. Learning is a process by which children build
their own understanding and knowledge of the world based on their own
experiences, observations and realisation. Children learn to examine information
critically, separate the important and valuable information from the non-essential.
The interaction between new and old information and skills become emphasised
during learning. It is important that pupils take responsibility for their learning, set
their own learning goals and participate in the planning of their studies. Self
evaluation of how we study and what we have learned is an essential part of
learning to learn. Learning happens by studying, with the guidance of a teacher;
during interactions with teachers and with other pupils and as an independent
process.
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Lesson Distribution in Turku International School
Subject/grade
FMT
English (A1)
B l. (Swedish)
Maths
Env. studies
Biol/Geogr
Phys/Chem
Health educ.
Relig/Ethics
Hist&Civics
Arts (Drama)
Music
Art
Craft (TTD)
Phys. Educ.
Home Econ.
Stud.Counsel
Optionals
Total of
lessons
1st
5
5
2nd
5
5
3rd
5
4
4th
5
4
5th
4
3
6th
4
3
3
2
3
2
4
3
4
3
4
4
1
1
2
1
2
2
1
1
2
2
3
2
1
1
1
2
2
3
1
1
1
1
1
1
1
2
1
1
1
2
2
2
2
2
2
2
2
2
7th
3
3
2
3
8th
3
3
2
4
9th
3
3
2
3
2
2
1
2
1
1
2
3
2
3
0.8
0
30.8
2
3
1
2
2
3
2
1
1
3
2
2
0.4
5
29.4
0.8
5
29.8
2
31.4
2
31.8
12
3*
3*
27*
21 21
25
25
26
26
(19* (19*) (23*) (23*) (25*) (25*)
)
A2 language
2
2
2
2
Total with A2
28
28
32.8
(27*) (27*)
S2
3* 3*
3*
3*
3*
3*
3*
(* lessons of those having English as a mother tongue)
10
total
37
33
6
32
10
10
9
3
11
10
3
9
12
13
16
3
2
10
Abbriviations used in the schedule
mFI
Mother tongue
m2FI
Finnish as a second language
mA1EN
A1 –language English (begins in 3rd grade)
mB1SW
B1 –language Swedish (begins in 7th grade)
mMA
Mathematics
mP
Physics
mC
Chemistry
mBI
Biology
mGE
Geography
mHI
History
mCI
Civics
mRE
Religion based on Lutheranism
mET
Ethics
mMU
Music
mAR
Art
mHE
Home economics
mVTS
Textile work
mVTN
Technical work
mPEB, mPEG
Physical education
mDR
Drama
mGuC
Guidance counselling
mA2SW
A2 -language Swedish
mA2GE
A2 –language German
mA2FR
A2 –language French
mHeE
Health Education
m
Compulsory studies
mO
Optional studies
mX
Short course
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Optional studies 2012-2013 (some available in English/bilingual)
Optional studies
• Languages
o A2 French
o A2 German
o B2 German
• Drama
• Home economics
• Arts
• Physical education
• Music
• Technical work (4 or 2 lessons in a week)
• Textile work
• Information technology
The availability of optional courses may vary.
Optional courses (autumn term)
• Physical education
• Spanish for beginners
• Flavours from around the world /Home economics
• Lettering and illustration/Arts
• Motor engineering
Optional courses (spring term)
• Film making
• Spanish (advanced)
• Making web pages
• Arts
• Music
• Happy bakers /Home economics
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Learning environment
In Turku International School and Turku Teacher Training School we are aiming
towards a safe, enjoyable and supportive learning environment. In order to be able
to carry out this plan, we need to abide by principles that have been agreed upon
together. These principles are based on the school’s values and are in accordance
with the spirit of T.I.S and Norssi.
WE IN T.I.S
1. behave well towards each other
2. appreciate our own work and the work of others
3. take care of our environment
These principles guide our actions and decisions in various practical situations
Absences/ Extra holidays
If your child is absent always remember to let the school know. The best way to
inform the school is by sending an email straight to your child’s teacher.
If your child is going to be absent from school, for instance because of a family
vacation, always remember to talk to your child’s teacher. Teacher’s can grant a
three day absence, but if the pupil is away for more than three days you must
contact Principal Vesa Valkila. Also remember to ask the teachers for homework so
that your child will not fall behind in his/her studies because of the absence.
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How do we look after our pupils?
Operational Plans
The school has detailed operational plans for a number of crisis situations.
Operational plan against bullying
Fundamental in our approach is that bullying or violence is not approved of and that
we do our best to prevent it from occurring by:
• promoting a tolerant atmosphere in classrooms and the rest of the school;
• teaching topics like tolerance, equality and social skills;
• equipping pupils with instructions on how to act if someone is bullying them.
If bullying does occur, teachers or other personnel who have seen this happening,
need to write down all details of the case (what, where, who and who else saw it
happening).
If only pupils saw it happening, they can either go to their classroom teacher, the
principal, welfare officer or nurse. It is also important that parents are notified.
Then several scenarios can follow from here. It may be that the first lecture by the
Welfare Officer (or other welfare team member) is sufficient and there will be no
further need to follow this up. It may also be that additional lectures are needed. In
the second lecture, the principal will be involved as well and parents will be notified.
If this does not lead to a solution, another lecture follows and the parents will be
invited to school to discuss the situation. At this stage, the pupil will also receive
appropriate punishment.
If necessary, specialist support is available for the bullied pupil. This could be for
example a psychologist, a nurse, etc.
For more information, you can contact Mrs Tarja Ruohonen (Vice Principal grades
7 to 9).
Operational plan against racism
It is in our ideology and in line with the Finnish legal code that all people are equal
and racism is not acceptable in any shape or form.
In order to prevent racism from occurring, the school promotes a tolerant
atmosphere in the classroom and in the rest of the school. Related topics are
taught in class and pupils will be able to describe what racism is and how to
recognize it.
If pupils do notice racism happening, they should involve their classroom teacher
(or any other welfare team member) who will take it further (lecture, information
home, punishment).
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For more information, you can contact Ms Tarja Ruohonen (tarja.ruohonen@utu.fi)
or Ms Annele Laaksonen (annele.laaksonen@utu.fi).
Operational plan against alcohol, drug abuse
When you suspect a pupil is using alcohol and/or drugs, there are a number of
steps to take.
A combination of the following points may be an indication of drug use:
• changes in pupil’s appearance and/or behaviour (dirty, absent minded,
restless, mixed up/confused, anxious);
• absence from school;
• interest in school diminishes and marks go down;
• strong smell in clothes (e.g. cannabis has a sweetish smell, or dissolvent,
glue has a very strong, pungent smell and breath smells of alcohol).
Take your suspicion seriously. Think through why you are suspicious and contact
the Welfare Officer (tel. 02 333 7873) or the nurse (Vilma Alcenius tel 02 333 7666).
Any discussions with them will be confidential and personal. It will be decided
together who will talk with the pupil and who will contact the parents for a meeting.
The parents need to be met in person. It cannot be handled over the phone. In the
meeting, it will be decided what the following steps are and who will contact the
child protection authorities.
Note:
• prepare everything well before the pupil and parent meeting
• expect to encounter emotional reactions, they can be strong and people can
be in denial.
• stick to the facts
• remember the meeting is confidential
• the goal is to help, so keep monitoring the situation until you see
improvement
If the nurse and welfare officer are not present, you can get help from:
• 24 hour - Child Protection Officer, social centre 02 2626111
• Children and Adolescent Polyclinic, Itäinen Pitkäkatu 30, 02 2691157
Pupil Welfare
It is regarded as high priority to ensure pupils’ well being throughout school life. For
this reason, there is a pupil welfare team that looks after the needs of all pupils.
The goals are to:
• support pupils’ physical, psychological and social well being;
• ensure stable growth and development of a pupil;
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• ensure that everyone has an equal opportunity to learn;
• try to detect learning difficulties and related problems or obstacles in order to
take the necessary measures as early as possible;
• promote the safety of the school community; and
• promote the culture of caring, tolerance and positive interaction in the school
community.
The pupil welfare team consists of the class room teacher, Principal, Special Needs
Education Teacher, Guidance Counsellor, School Nurse, School Welfare Officer
and a School Psychologist. However, the make up of the group may vary according
to the problem at hand. The welfare team meets when necessary.
To be effective, the pupil welfare team is in close cooperation with all parties
involved: classes and teachers on the one hand and with pupils and their guardians
on the other. If necessary the team will work in co-operation with experts outside
the school.
Taking care of the pupil’s physical, psychological and social well-being is a part of
pupil welfare. Pupil welfare promotes the culture of caring and positive interaction in
the school community as well as ensuring that everyone has an equal opportunity
to learn. Pupil welfare tries to detect learning difficulties and other problems and
obstacles that make learning difficult so that the necessary measures can be taken
as early as possible.
To be effective pupil welfare has to be in close co-operation on one hand with
classes and teachers, and on the other hand with pupils and their guardians. The
task of the pupil welfare team is to predict and prevent learning and adjustment
problems and if needed find ways to calm disturbing situations and help pupils in
difficulty. In Turku’s teacher training school the pupil welfare team consists of
principals, special education teachers, guidance counselors, the school nurse, a
pupil welfare officer and a psychologist.
Special Needs Education
Mrs Heli Martinmäki
02 333 7803
Mr Pekka Lamberg
02 333 7803
Special needs education provides extra tuition to support regular teaching and is
available to pupils who have a slight learning disorder, adjustment and/or
behavioural problems. The main objective is to prevent learning and adjustment
problems from occurring in advance, and to find ways to help pupils integrate
successfully.
Special needs tuition can be provided during the same class as for the rest of the
class, individually or in small groups. It can be in a separate room or in the same
classroom. E.g. if a child or a few children have difficulties with mathematics, they
can get individual or small group tuition during the mathematics lesson.
Part-time special needs education is offered at three levels; at the general support
level, intensified support level and special support level.
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Part-time general support can be given alongside general teaching to a pupil with
difficulties in language or mathematical skills, or learning difficulties in an individual
subject or in learning or social skills. Part-time general special needs teaching can
help a pupil who has difficulties in concentrating in large groups or who has
difficulties in interaction skills. The effect of general support is evaluated as a part of
pedagogical evaluation done by the child’s teacher.
Transfer to intensified support is made based on the pedagogic evaluation. When
intensified support is started an individual learning plan and curriculum will be
compiled in co-operation with parents, school psychologist and special needs
teacher. The individual learning plan includes the aims of intensified support and
the way it is organised and given to pupil.
Special support can be given either in general teaching class or a special needs
group. A personal curriculum (HOJKS) is compiled for the pupil in co-operation with
parents, school psychologist and special needs teacher.
Speech therapy is also available and provided mostly for grades 1 to 3 as this is the
age group, it will affect the most.
School Psychologist
Mr Petri Tiitta 02-333 7818
The School Psychologist looks after the needs of pupils from all grades. His role, as
part of the pupil welfare team, is to prevent learning and adjustment difficulties.
His work includes:
•Psychological Evaluations and Tests
A variety of tests are conducted where appropriate. The initial assessment of a
problem situation is important for a good analysis and will determine follow up care.
There are tests related to e.g. low school attendance of a pupil, learning
abilities/skills, pupil’s well being as well as tests to determine if a child is ready to
start school at the age of six.
•Counselling:
Mr Tiitta can help with behavioural problems that are noticed in the school (e.g.
discipline problems, learning difficulties, aggressive behaviour, depressive
tendencies, etc.) If needed, he will be able to give referrals to other specialists.
•Crisis handling:
In case of a crisis situation, e.g. death in the family, violence, the School
Psychologist will select the appropriate teachers or specialists to deal with the
specific problem. This team is also known as mental health support readiness
team.
If you have any questions in regards to your child’s development, learning and/or
mental health, please don’t hesitate to contact Mr Tiitta.
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School Welfare Officer
Tel. 02-333 7873
The school welfare officer helps students with school related or personal problems.
School welfare officer’s work includes: solving issues related to school attendance,
pupil benefits of the upper secondary school pupils, and coordination of certain
crisis plans.
Attendance issues
If the pupil is absent for three days or more, parents have to inform the grade
teacher (or nurse). If someone falls ill during the day at school, the school nurse will
assess the situation and may give permission to go home.
If a pupil is absent regularly, the grade teacher will inform the welfare officer and
the parents. The grade teacher and welfare officer will keep track of this pupil’
school attendance and the parents will be informed of all absences from then on.
They will discuss the reason for the absence with the pupil and work out what kind
of help the pupil needs. E.g. if the absence is caused by personal problems, a
psychologist or nurse would be involved. If it is caused by learning problems, a
special education teacher may be able to help. It could also be that other pupils are
causing hardship and are the reason for the repeated absence. In that case, one or
more discussions with the welfare officer and grade teacher may clear this up.
If the absence continues, the grade teacher will invite the parents for a discussion.
If that does not improve the attendance, the welfare officer will contact the Social
Office of the City of Turku. Social officers will help the pupil and the family (mostly
in cooperation with the school).
For more information, you can contact Mrs Tarja Ruohonen (tarja.ruohonen@utu.fi)
In case of a crisis like major conflicts related to bullying, violence or racism, the
welfare officer will coordinate the action plan. More information can be found under
the heading ‘operational plans’.
It is possible to make appointments to meet the welfare officer during school hours
or in the evening to discuss school related or personal problems. All conversations
with the welfare officer are confidential.
Guidance Counsellor
Ms Mira Kallio - Grades 7 to 9 and IB programme
tel. 02-333 7910
Ms Kallio gives guidance and advises in all matters related to studies, career
choices, training, working life, hobbies, etc. She works in co-operation with teachers
and other members of the pupil welfare team. In addition to lessons based on the
syllabus, she provides personal and group consultations. The programme may
include visits to various work places and further education institutes. During 8th and
9th grade periods of work experience are included.
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School Health Care
School nurse Mrs Vilma Alcenius, 02-333 7666
As part of the Finnish health care system, children are looked after by a school
nurse and school doctor from 1st grade through to the final grade in upper
secondary school.
The school nurse Vilma Alcenius (02-333 7666) will take care of the TIS pupils. Her
office is located in normaalikoulu (go through the canteen on the ground floor and
follow the signs: Terveydenhoito).
As the nurse does her examinations from 11 o’clock onwards, children with health
problems are asked to visit her before that time. Only in case of an emergency,
pupils can visit her after 11 o’clock.
The school nurse is available from Monday till Friday.
If the nurse decides that a doctor needs to be involved in the medical treatment,
she will either make an appointment with the school doctor or refer you to your local
health centre.
Medical examinations
The school nurse conducts physical examinations annually for all pupils and will
give health information appropriate for their grade and age. The school doctor
examines the pupils in 1st, 5th and 8th grade.
The 8th grade check up also serves the purpose of finding out whether the child is fit
for possible vocational education that they may have chosen and to check if their
vaccinations are active.
School accidents
In case of a serious accident during school hours, the nurse or the child’s teacher
must be notified of the accident. She will fill in a form of school accident
(tapaturmailmoitus) in order to get the fees of the child’s treatment compensated.
The nurse will immediately refer the child to the Emergency Department
(Päivystys) of Turku City Hospital on Kunnallissairaalantie 20 (tel. 02-10023).
Parents will be contacted, so that they can accompany their child.
Please note that the school will compensate treatment given in a private clinic
according to the fees of public sector.
Dental care
All dental accidents during school hours will be treated by The City of Turku Oral Health,
phone 02-2660644.
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Under 18-year-olds are invited individually for dental appointments. Under 15-year-olds
are sent an announcement of their appointment at their designated dental clinic and the 15
to 17-year-olds are reminded to book an appointment.
Those who have recently moved to Turku may inquire about their dental care services
from the centralised booking phone 02-2660644.
The treatment is free for children under the age of 18.
Children and Adolescents’ Health Care Services
A varied range of health care services is available for children up to 18 years old.
If you are living in Turku and need a specialist you can go to the Children and
Adolescents’ Clinic (Lasten ja nuorten poliklinikka). It is located in Itäinen Pitkäkatu
30. There are also clinics for Child Neurology, Outpatient Eating Disorders,
Intoxicants Abuse, Adolescent Gynaecology and Contraception.
For most of these services, you will need a referral from your (school) doctor and in
some cases the school nurse is able to provide the referral. However, you do not
need a referral for the gynaecologist (02-266 1157 between 8:00 and 15:30) or the
Contraception Clinic (02-266 2623) and you can schedule an appointment yourself
or ask the school nurse to help you. For conditions and more details on Children
and Adolescents’ Health Care Services, see:
http://www.turku.fi/Public/default.aspx?nodeid=4476&culture=en-US&contentlan=2
School Lunch
According to the Finnish Education Law, the school lunch is part of education and
all school children are entitled to a healthy and well balanced school lunch. By
providing the right nutrition at the right time children will be able to sustain their
energy and concentration throughout the day.
Our kitchen staff takes this advice at heart. In addition, they aim to offer home
made style food that reflects Finnish and international food cultures.
The lunch consists of:
• a hot main course
• fresh salad or vegetables
• fresh or crisp bread with margarine or butter
• milk, sour milk or water
TIS aims to teach good habits and manners during the lunch hour. Children learn to
serve themselves neatly. They are encouraged to eat all foods that are offered in
order to get the nutrition they need and to learn different tastes.
The kitchen caters for all dietary requests. There is a line for children with special
diets. In this line, children are served their individually tailored lunches. The other
lines are for standard and vegetarian lunches.
They learn to handle food hygienically and dispose of leftovers in an
environmentally friendly way.
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The safety of pupil’s personal property
The school will try to use every possible means to secure the pupil’s personal
property needed during school hours. Fire and safety regulations however state
that everyone has to be able to exit the school building without any obstacles. This
means that outsiders have access to the school despite the supervision. The
possibility of theft, from the school, cannot be eliminated entirely.
The school is unfortunately not able or obligated to compensate for stolen property.
The same applies to property that is damaged while being used in the classroom.
We hope guardians take this into consideration when they are equipping their
children for school.
Exceptionally expensive clothes increase the possibility of theft. Money or other
valuables should not be left, for instance, in the pockets of outdoor clothes. If for
some exceptional reason a pupil needs to bring something valuable into school it
must be kept in a locked cupboard: this is available to every pupil.
Cooperation between homes and the school
Wilma program
We are using Wilma program in order to increase cooperation between homes and
the school. We hope that Wilma will help and increase the communication between
parents and teachers as we send messages and information to parents through
Wilma. With the help of the program parents/guardians can also follow and clarify
absences of their child. Wilma can be used in wilma@tnk.utu.fi. Parents will get a
password for Wilma, which pupils should not have access to.
Parents’s evenings
Parents’ evenings are held for each grade on regular basis.
Development discussions, 7th and 8th grades
Development discussions are a form of co-operation which aims at supporting the
development of the pupil and his/her time at school. Development discussions take
about half an hour and a held among the pupil, his/her guardians and the class
teacher. All the participants have a chance to discuss and share ideas with each
other. In the development discussions parents also have a chance to get
information about the school. Pupils fill in a self evaluation as a part of the
development discussions.
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Moving to seventh grade
There are going to be some changes when a pupil moves to the seventh grade
• Specialist subject-teachers: During 7th to 9th grades, the classroom
teacher is replaced by specialist subject-teachers. The pupils take more
responsibility for their own studies. Every class will still have their own
form teacher: these teachers normally remain with their class
throughout middle school (7th to 9th grade) and are responsible for
assisting their own group of pupils with any issues relating to school.
• Dedicated subject-rooms: Normally every subject has its own
classroom so pupils move from one classroom to another. Every pupil
has the possibility to get a personal locker in which they can store
school equipment.
• New subjects: New common subjects for grades 7-9 are: B-language;
physics and chemistry; home economics and health education. In
addition to these subjects there will be optional studies and pupil
counselling for all grades. The pupils´ school week is approximately 30
hours long. This might vary during different periods.
• Period system: The school year is divided into five periods. The pupils´
schedules change every period.
• Modular courses: Most subjects are studied in courses: usually that
means five hours a week. For example the time allocated to history and
biology is an average of two hours/week over the year. The timetable is
arranged so that this will be studied for 5 hours a week during 2 periods
of the year. If you have a subject for 3 weekly hours a year it will be
studied for 5 hours a week during 3 periods. A pupil will study
approximately 3-4 subjects during each period. The advantage of this
course based learning is that the pupils are able to concentrate on the
given subjects at a time. Optional studies and physical education are
spread over all the periods.
• Lessons: In secondary school the lessons last for 75 minutes.
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Pupils self evaluation skills are enhanced by letting the pupils evaluate their own
working and study skills and how the structure of school life suits them. Selfevaluation is carried out in relation to general school life and as a subject based
activity. The subjects have their own schedule of self-assessment. However the
school executes a joint plan so that the pupils do not find themselves doing selfevaluation exercises for all subjects at the same time.
Subject based self evaluation is developed within the subjects and on behalf of the
evaluation team. The goal is to make self-evaluation available on the internet so
that both pupils and guardians can have the possibility to become acquainted with a
pupil’s work and the evaluation carried out on it. The parents and guardians should
also be able to add their own comments online.
The program of self evaluation is completed by the “development discussion” which
is held by the form teachers with the 7th and 8th grade pupils and their parents.
A development discussion is a method of collaboration between the school and
home. Its task is to support the pupils´ development and their school attendance in
a positive way. A pupil, her/his guardian and a representative of the school (often
the form teacher) are present at the meeting. The discussion takes about half an
hour. During the discussion all parties have the possibility to share thoughts and
deliberate upon matters related to the development and school attendance of the
pupil in a systematic way and from different perspectives.
For parents this discussion gives an opportunity to receive information about the
school and have an influence on the school’s operations and goals. The
development discussion relates to the previous period and the present time but,
most importantly, it is directed towards the future. The development discussion and
the pupils’ self evaluation, with the teacher’s comments are used in place of the
“behaviour” grade on the report; except for the grade given at the end of each year.
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Final evaluation
In the final evaluation all the pupil’s grades and “accepted” optional courses in a
certain subject will be taken into consideration. The pupil’s performance is
compared with the general subject criteria. The pupil’s development over the three
years is considered: with more attention paid to the pupil’s more recent
performances and grades.
If the pupil’s efforts have significantly decreased during the last year, due to health
or psychosocial factors these factors will also be taken into consideration in the
evaluation.
The pupil must be aware of her/his chances in a subject in good time (at the
beginning of the last course). Pupils can also be given a chance to try and change
their expected final grade, if it has significant meaning on the pupil’s future plans.
The pupil, subject teacher and guidance councilor agree on a plan for the
upgrading of the grade.
If it is possible that a pupil may not have passed enough courses to receive the final
report:
• The matter is discusses with the pupil and guardian: The subject teacher
informs the guidance councilor in plenty of time.
• The pupil is given remedial and special education teaching if it is possible
to effect a change in the expected grade
• The carrying out of possible extra achievements will be taken care of and
supervised by the subject teacher and special education teacher in cooperation
• If the pupil will still not graduate, the pupil and guardian will be informed
before the end of the term.
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TIS Parent Teacher Association (PTA)
What it the PTA?
The PTA is an association of parents and teachers, whose main objective is to
promote health, welfare, safety and education of children. It offers a wide range of
extra-curricular events for all members, as well as fundraising events. For an
overview of last years’ activities, please see the annual PTA reports on the TIS
website.
Why you should be a member of the PTA
The PTA is a platform for parents to voice their concerns and ideas with a group of
like individuals who have a similar vision and hope for children, for education and
for our community. We are all volunteers committed to working on issues that affect
children and families. We all have a responsibility to make our world better for
children. The PTA is here to strengthen the bond between the home and the
school…and it is well known that children improve academically when their parents
are involved!
Some activities by the PTA in previous years:
Education: A TIS library was established two years ago by the PTA and a large
amount of library books have been acquired since then through scholastic book
orders and generous book donations by TIS families. The PTA also annually hands
out achievement awards to students who have shown excellent progress during the
school year.
Health and welfare: weekly sport clubs (last year this included a capoiera and an
athletics club) and special events for the whole family (climbing, skiing, hiking, roller
blading, american football etc.).
Safety: The traffic safety around the school building was a concern for many
parents. Through joint efforts by the PTA and TIS staff, motorised traffic in front of
the school building has been reduced through implementation of new traffic signs
and a new turning point where parents can safely drop off their children in the
mornings.
Social events: Barbeque, Halloween party, cinema nights, PTA meetings linked to
book sales, culture shock discussions, etc., and mother’s coffee mornings are some
of the events organised to build community…and just to do something fun together!
TIS merchandise and fundraising: TIS t-shirts can be purchased through the
PTA. The PTA organises various fundraisers to collect money for its own activities,
and to support the education at the school.
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Events at school 2012-13
13.08.2012
School starts at 9.15
Parents’ evening (7th grades)
October 2012
Parents’ evening (8th grades)
06.10.2012
Norssi Day (Saturday school day)
November 2012
Parents’ evening (9th grades)
Period of work experience (9th graders)
21.12.2012
Christmas celebration
07.01.2013
Spring term begins
09.03.2013
Saturday school day
Period of work experience (8th graders)
01.06.2013
Spring celebration
Other events
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35
Teachers
Ahlgren Satu
Badawieh Mohammad
Broholm Maria
Casagrande Leena
Gerxhalija Daut
Gröhn Raija
Hakanen Veli-Matti
Hall Steven
Hanski Mari
Heikkinen Ville
Heikkonen Elias
Heino Ari
Hiilovaara-Teijo Mervi
Himberg Viveca
Hongisto Annika
Hyvärinen Jaana
Ismail Abdisalam Abdi
Iivonen Sini
Isotalo Seppo
Johansson Tapani
Junnikkala Raimo
Järvinen Aki
Järvinen Jooseppi
Järvinen Markus
Kaitaniemi Hanna
Kallio Mira
Kamila Ulla
Karhu Päivi
Karjalainen Pekka
Kaskenviita Rauni
Kaustio Irmeli
Keskitalo Johanna
Khezri Samran
Kivinen Aino
Kotivesi Nina
Kumpulainen Saara
Kurola Juha
Kärki Ollijuhani
Laaksonen Annele
Laine Reima
Laippala Leena
Lamberg Pekka
Lapinniemi Pauliina
Lehtilä-Lehto Hanna
Lehtinen Maiju
Leppäniemi Marjo
Le Thi Dung
Lindvall Samuli
English, French
Mother tongue
English
English
239 7727
Mother tongue
Swedish, English, Spanish
Head of Turku Teacher Training School
235 3334
English
236 5511
Physics, Chemistry
Music
FMT
Maths, Phys/Chem
Biol/Geogr and Health educ
Biol/Geogr and Health educ.
Principal
236 7881
Religion, Health educ.
246 1315
Islam religion
Biol/Geogr, Health educ
Religion
237 8650
Technical work
432 1505
English
236 6966
Maths, IT
Maths
History, Civics
253 5141
Textile work
435 9361
Home economics, Health educ.,
guidance counselling, German
Swedish
Maths, Phys/Chem
251 8086
religion
FMT
246 3040
English
458 8318
Maths
Mother tongue
Swedish
FMT, S2
Textile work
History, Civics
469 5728
Maths, Physics
Special Education
Maths, Phys/Chem
242 3694
French
Special Education
333 7834
Swedish, German
243 4749
Arts
Swedish
FMT, S2
Mother tongue
Guidance counsellor
36
0400 228 399
040 536 2987
040 738 2879
050 541 7862
050 302 8233
436 9978
040 500 4988
045 639 0602
040 521 5411
044 585 4543
050 516 8508
050 537 9897
040 513 6262
050 532 7080
044 502 3341
040 500 5442
040 838 7970
040 721 2912
050 3662884
040 577 9954
040 737 4401
040 00445
041 506 6985
050 354 7125
040 708 1720
050 567 2792
044 071 8096
040 7190018
040 596 0068
040 824 4750
050 371 1275
040 847 4443
040 503 6085
040 775 5876
041 549 3782
044 264 3670
044 347 7249
Martinmäki Heli
Nera Susanna
Nurmi Pasi
Nyrhinen Lilja
Näsänen Noora
Osmo Anne
Parkkinen Pekka
Pohjola Katja
Raaska Elina
Rajala Riitta
Rannikko Paula
Rashidzadeh Tahir
Ruohonen Tarja
Salmela Pessi
Salokangas Kirsi
Salospohja Riitta
Sarimo Jannika
Sarlund Katri
Sellman Klaus
Talvi Marjo
Teirola Riikka
Tiikkala Anne
Tiuraniemi Pirkko
Toivola Marja
Torvinen Sari
Tuomisalo Tiina
Valkila Vesa
Valtanen Jukka
Waltari-Grundström Anu
Vanhatalo Marianna
Vares-Salonen Eija
Vartiainen Katrina
Vedru Viktoria
Viiniemi Minna
Vänttinen Juha
Youd Andrew
Special Education
044 295 9787
FMT, drama
Technical work
040 504 2229
Maths, Physics
050 540 5648
Home economics, English
0400 789 247
Swedish
Chemistry, Maths
Maths, Physics, Chemistry
050 542 8721
Biology, Geography
040 552 0881
Physics, Chemistry
432 2900
040 734 0306
Ortod. Religion
050 596 0514
Mother tongue
040 562 7258
FMT, S2, deputy head
040 715 8650
Technology
040 5095527
FMT
253 5838
040 507 5267
Phys. Educ., Health educ. 438 7545
040 737 3473
English
250 2204
Biology, Geography, Health ed.250 1481 050 544 2683
Phys. education, Health education
250 3104
050 517 7506
Swedish
243 4650
050 567 0343
IT, Maths
333 7875
Textile (leave of absence)
0408676915
FMT
237 0835
040 504 4827
English
040 509 9602
Arts
044 9064764
Textile
TIS Principal, History
246 3040
0400 523 093
Guidance counsellor
247 3115
040 701 5364
History
244 8444
050 351 3135
Physics, Chemistry
257 0427
040 577 3395
Special education
333 7838
German
0400 831 009
Mother tongue (Russian) 244 3355
040 767 2052
History, Social studies, Health
040 8407515
education
History, Civics
235 0754
040 592 0875
Maths
244 4337
37
Grades 7-9 Class Tutors
7a
7b
7c
7c kv
7d
7e
8a
8b
8c
8c kv
8d
8e
9a
9b
9c MYP
9c kv
9d
9e
9j
Home room
Jaana Hyvärinen
Pekka Karjalainen
Leena Casagrande
Minna Viiniemi
Aki Järvinen
Sini Ilvonen
Nina Kotivesi
Olli Kärki
Hanna Lehtilä-Lehto
Päivi Karhu (Lilja Nyrhinen)
Mira Kallio
Riikka Teirola
Viveca Himberg-Rintanen
Noora Näsänen
Maria Broholm
Steven Hall
Pekka Lamberg
38
3042
1086
2101
3099
2093
1073
1063
1095
3052
2065
2130
1097
3042
TURKU INTERNATIONAL SCHOOL
39