Starter's guide
Starter's guide
Alajärvi Upper Secondary School
Starter’s Guide
You are about to complete your compulsory education and think about continuing studies. This guide tells about the options offered by Alajärvi Upper Secondary School and studying in upper secondary school in general. A more detailed guide will be at your disposal when you begin your studies.
The studies in upper secondary school aim at passing the matriculation examination. Bearing this in mind, you also have to go through your choice of subjects. These studies are divided into compulsory, specialised and applied courses. Specialised courses are a direct continuation of general compulsory courses. The tasks presented in the matriculation examination are based on both compulsory and specialised courses. The applied courses are normally school-specific and they are integrative by nature. The contents of these courses vary in different schools of the region.
A student chosen to begin studies in upper secondary school can supplement his choices after school has started. Extra courses can be added from the selection of other institutions of secondary education in Alajärvi, and the following: Alajärvi Music College, Alajärvi Art School, Nelimarkka Art Academy and Järviseutu Upper Secondary Summer School. In addition it is also possible to pursue some university courses.
I wish you welcome to Alajärvi Upper Secondary School. It is, thanks to new facilities, a cosy and favourable school to students, but it also requires long-term commitment to work. In Alajärvi Upper Secondary School the teaching staff is qualified, the teaching equipment is up-to-date and there is a good possibility to use the Internet connections daily. The matriculation examination is a common basis for post-graduate studies in all educational institutions, universities and schools of higher education.
Marko Timo
Headmaster
Alajärvi Upper Secondary School
The basic principle of a non-graded upper secondary school is flexibility. A student does not have to repeat a year in case of poor results in one subject. He can choose which courses to take all by himself.
Non-graded studies create freedom in schooling. The student can control his own studying pace. The duration of studies is then influenced by the student’s own needs, living conditions, phases of life, hobbies, possibilities and abilities. Freedom also brings about responsibility of one’s own studies. School attendance has to be followed much more accurately than before.
In a non-graded school the teacher might change when taking the next course in the same subject. It is not necessarily the case that the same teacher teaches successive courses. There is also fluctuation in the student groups; the people that take the next course might be totally different. The size of teaching groups does not remain constant either.
· the student does not repeat a school year or he cannot be moved from one form to another
· the student cannot be moved up conditionally
· it is accepted to improve the marks of a course the student has already passed
· the upper secondary school can be completed in two, three or four years (for special reasons it is possible to get a permission for a longer period of studies)
· there is no compulsory number of courses the student has to pass within a term but the total number of courses accumulates during the total time spent at school (set number of course 75)
· the matriculation examination tests can be started either during the spring or autumn term
In upper secondary school the syllabus is divided into separate, independent courses in each subject. Each course corresponds to approximately 38 hours. These courses are studied so that there is six hours of the same subject every week. This kind system is called periodic studying. In Alajärvi Upper Secondary School the school year is divided into six periods. One period lasts about six weeks. The timetable changes at the end of each period. At the end of the period there is a so-called exam week which includes a test of the completed courses in the mornings and preparation for the following day’s test in the afternoon. Within about two weeks of the completion of courses a report is given (six reports per year).
In order to raise responsible and independent students the whole course – or a part of the course – can be completed by doing independent work. The permission for this is given by the headmaster and the subject teacher. Independent work can be done in two ways: the teacher gives you additional tasks and acts as your tutor, or you can take the whole exam without any tuition at all. Independent work becomes necessary if you study two subjects simultaneously.
Alajärvi Upper Secondary School Syllabus
5.1. The Matriculation Examination and Selection of Courses
The distribution of upper secondary school subjects can be seen in the course selection card. In addition to this courses completed in other schools can be taken into account in Alajärvi Upper Secondary School. Specialisation courses and applied courses are optional.
When making choices it is advisable to pay attention to the requirements of the matriculation examination. Since the examination tasks are based on compulsory and specialisation courses, in practice most of the specialisation courses should be completed.
Compulsory subjects in the matriculation examination according to the Alajärvi Upper Secondary School distribution of courses are mother tongue, and three of the following: one foreign language, Swedish, mathematics and humanities and natural sciences. In foreign languages and mathematics there are two levels. The more advanced level test has to be taken in at least one of the subjects mentioned above.
Nowadays the student chooses the level of the exam when registering for the matriculation examination despite the syllabus he has followed at school. (It is possible to take the basic test in mathematics even though one has studied the advanced syllabus.)
5.2. Career prospects and the selection of courses
Choices made during schooling may have a decisive effect on how to get into post-graduate studies. Entrance requirements should be checked in the Guides for Applying for Higher Education which are published yearly.
5.2.1. Mathematics
Upper secondary school advanced mathematics is useful in universities and institutes of higher education on many fields. It is of special use on technical and commercial fields and in mathematics and natural history.
- Technical field. The advanced syllabus in mathematics is one entrance requirement for the Universities of Technology and other institutes. There is also a quota for the students of the basic syllabus in mathematics. Making use of this quota requires supplemental studies during university education. Studies in the technical field generally require proficiency in the advanced courses of either physics or chemistry.
- Medical field. The advanced syllabus in mathematics is not a must in applying to university to study medicine. Passing it may give extra points. In addition it is useful in studying the advanced courses in physics the mastery of which is often tested in the entrance exam of most faculties in medicine.
- Mathematics and natural sciences. Knowledge of advanced mathematics and the marks for the matriculation examination are criteria or an advantage in applying for the schooling programmes in mathematics, physics and chemistry.
- Commercial field. Knowledge of advanced mathematics is useful when trying to get into schools of economics and business administration because the reading material for entrance exams normally includes one book that requires good basic skills in mathematics.
- Forestry field. The entrance requirements state that you have to have the corresponding skills in advanced mathematics.
- Mathematics is emphasised for example in the studies to become a comprehensive school teacher (lower level) or an economist.
5.2.2. Physics
- Technical field. A good knowledge in physics is a precondition in applying for universities and other institutions of higher education in technology and vocational colleges.
- Physics and other fields. Physics is an integral part of university studies in natural sciences. Many schooling programmes in forestry and agriculture test your knowledge about some courses of upper secondary school physics in their entrance exams. Studies in physics help in some specialised fields in physical education and public health services. The entrance exams of medical faculties include questions based on the advanced syllabus in physics.
5.2.3. Chemistry
Questions on upper secondary school chemistry courses are a part of the entrance exams of many universities, schools of higher education and vocational colleges. Knowledge of chemistry is needed for example in the post-graduate studies in the following fields: chemistry, biology, medicine, pharmacy and many technological fields of agriculture and forestry. Also food and textile industry, and various tasks in environmental technology chemistry is an asset.
5.2.4. Psychology
Upper secondary school psychology forms the basis of entrance exams in many different universities. These courses are beneficial if you want to go into teacher training or into social services and public health. Also in the fields of commerce, advertising, marketing and medicine you can make use of the basic concept of psychology.
5.2.5. Information technology
Entrants to upper secondary schools find it worthwhile to include information technology in their study programmes since it is useful everywhere.
5.2.6. Philosophy, history, geography and religion
The subjects mentioned above build up your outlook on life and teach to understand other ideologies and cultures. Interest in philosophy has grown increasingly in the last few years and its studies can be pursued in several fields of schooling. Studies in history are useful for example in communications and mass media, teaching, administration and art studies.
5.2.7. Geography
There are two routes of orientation in the geography schooling programme: general geography and orientation towards teacher studies. By choosing the appropriate secondary subjects a geographer can qualify for for example nature conservation, tourism industry, regional research and planning tasks, publishing, adult education, assignments in cultural organisations or mass media and various projects in development co-operation in the third world.
5.2.8. Biology
The biology schooling programme contains orientation possibilities for teacher studies. Among the fields where you can apply biology are medicine, veterinary medicine, pharmacy, agriculture and forestry, food industry, physical education and biotechnology.
5.2.9. Languages
There is also a wealth of cultural information in the language studies in upper secondary schools. Mastering the most common languages in upper secondary school is vital for post-graduate studies because the majority of course materials in universities and vocational colleges are written in some foreign language.
In the fields of commerce and industry we need more people who know German well. Skills in German during studies and later in working life form a valuable asset. Since Finland joined the EU the importance of German and French has increased remarkably. French and English are the official languages of the EU and expert in these languages are very sought after.
Russia is still a major trading partner. For example ship building, machinery, woodwork and textile industries need qualified experts in Russian from different fields. When applying for some schools, it is a plus if you have passed 6-7 subjects in the matriculation examination.
5.2.10.Visual arts, music, physical education
Arts and physical education develop creative problem-solving, expression and communication skills and, through self-knowledge and self-guidance, studying skills in all fields of life and art. The aim is to support the student’s versatile and personal growth into maturity, social skills and all-round education as well as balance and mastery of information flow.
5.2.11.Mother tongue
Mother tongue sets the foundation for studying. Good knowledge in the mother tongue gives the prerequisites for successful learning.
Literature helps the reader obtain a grasp of the world and develop writing skills. Expression skills familiarise the student with techniques in relaxation and self-expression, and enhance observation skills. The mastery of the mother tongue is important in applying for any field of study.
5.3. Co-operation
Alajärvi Upper Secondary School is in co-operation with the following schools
a) Horizontal co-operation (same level of schooling)
- Alajärvi Upper Secondary General School for Adults
- Järviseutu Vocational Institute / Alajärvi branch
- Järviseutu Vocational Institute / Kurejoki branch
- Alajärvi Music College
- Alajärvi Art School
- Järviseutu Open Colleges and Upper Secondary Schools: Järviseutu Upper Secondary Summer School
- Nelimarkka Academy
Courses passed in these schools can be utilised as part of the studies in Alajärvi Upper Secondary School. If later on you begin to study in these schools, you don’t have to attend the courses already completed. Alajärvi Upper Secondary School, Commercial Institute and Vocational Institute aim at offering a “course selection chart” which functions so that the timetables match; therefore these schools have a partially common chart. The possibilities provided by the course selection chart cannot be seen until school has started when you can supplement the choices made the previous spring.
Alajärvi Music College certificates can compensate as many as three applied courses of music. This means that completing the studies corresponding to these courses in the Music College equals three courses in upper secondary school. The language selection in Alajärvi Upper Secondary School can be supplemented by taking for example Spanish and Italian lessons in Järviseutu Open College.
b) Vertical co-operation (upwards mobile)
Alajärvi Upper Secondary School has a co-operation agreement with Jyväskylä Open University. The agreement states that some specialisation and applied courses in Alajärvi make up for some general studies in the university and they don’t have to be taken again when going to universities or vocational colleges. When school starts in August 2005, the students are told about the specifics of these complementing courses, and even if school has started, these choices can be supplemented as regards these studies.
5.4. Course contents
5.4.1. Mother tongue
Course 10 (specialisation): Theme course in literature. The course deals with one or several mutually agreed themes. The methods of study will be reading, writing, discussions and a cinema or theatre visit.
Course 11 (applied): Performance course. The idea of the course is to produce for example a play or some other piece of work, such as a video which is suitable to be shown in school special events. The group plans together all aspects of the performance: manuscript, stage sets and costumes, sound engineering and lighting.
Course 12 (applied): Editing a magazine. The project is carried out mainly in the editorial office of the magazine where there is a supervisor to give guidance. In the beginning of the course there are 3-4 lessons at school during which timetables and course requirements are cleared. With the teacher’s help you have to go through the principles of interviewing techniques among other things. The students work on various tasks individually and in group. At the end of the course the student hands out a learning progress diary for the evaluation of the teacher and the supervisor. At the end of the course there is also a feedback session for all. The course will be marked “pass” in your certificate.
Course 13 (applied): Radio work. In the beginning there is a 3-4- lesson period about practical arrangements and the basic principles of radio work. The course is put together mainly with Järviradio, the local radio station. The station has a contact reporter who teaches for example broadcasting technology. The students work individually and in group in the studio and in the field. At the end of the course the students hand out a learning progress diary for the evaluation of the teacher and the contact reporter. At the end of the course there is also a feedback session for all. The course will be marked “pass” in your certificate.
Course 14 (applied): Expression skills project. There is a co-operative project (musical, play etc.) together with the department of youth affairs of the municipality.
5.4.2. English (A1 language)
Course 9 (applied): English basic grammar, ½ course. The course is all about revising English basic grammar (i.e. tenses, conditional clauses and passive, and other points of interest according to the wishes of the students). The goal is to strengthen essential sections which the student needs from the first course onwards. Recommended to students who feel the need for revision (especially if your final mark in comprehensive school was 7 or less).
5.4.3. Swedish (B1 language)
Course 8 (applied): Swedish basic grammar, ½ course. The course is all about revising basic grammar, such as noun and verb forms, tenses and word order. Recommended for students for whom basic grammar has been difficult in comprehensive school or the final mark in Swedish was 8 or less.
5.4.4. German (A2 language, advanced level)
German A2 is intended for students who have studied German as their second foreign language since the fifth class of comprehensive school lower level. In a unified Europe the importance of German as one dominant language in Central Europe has been accentuated more than before. The advanced syllabus in A2 language gives good knowledge to the student which helps considerably in the labour market.
Course 1: Young people and their world
Course 2: Communication and leisure
Course 3: Study and work
5.4.5 B2 language (German, French, Russian; studies that begun in comprehensive school upper level)
The syllabus begins from course 3, see language B3. Those who have studied these languages in comprehensive school can also start from language B3, but then the final grade of upper secondary school is based on the B3 syllabus.
5.4.5. B3 language (German, French, Russian; studies that begin in upper secondary school)
Students of B3 language study two courses in a group of their own and beginning from course 3 the students of B2 join the lessons.
Course 1 (specialisation): How do you do, nice to meet you
Course 2 (specialisation): This is how to get things done
Course 3 (specialisation): Leisure and interests
Course 4 (specialisation): At home and abroad
5.4.6. B3 language (Spanish)
Course 1 (specialisation): How do you do, nice to meet you
Course 2 (specialisation): This is how to get things done
These courses alternate. In 2005-2006 is the turn of course 1.
5.4.7. Mathematics (B, short syllabus)
Course 9 (applied): Revision of basic skills, ½ course. A course reinforcing basic skills and levelling out differences in starting level skills.
5.4.8. Mathematics (A, advanced syllabus)
Course 15 (applied): Revision of basic skills, ½ course. A course reinforcing basic skills for upper secondary school beginners. Recommended to be studied as the first course of advanced mathematics to level out the students’ starting differences.
5.4.9. Physics
Course 2 (specialisation): Heat. The course deals with changes of state in gases and thermal expansion, pressure, hydrostatic pressure, heating and cooling of bodies, mechanical energy, the laws of thermodynamics and energy resources.
Course 3 (specialisation): Waves. The course deals with harmonic forces and vibrations, the generation and propagation of wave, interference, diffraction and polarisation of waves, reflection, refraction and total reflection, light, mirrors and lenses, sound, health effects of noise and protection against loud sounds.
5.4.10.Chemistry
Course 2 (specialisation): The microworld of chemistry. The course deals with the properties of elements and the periodic system, electronic structure and atomic orbitals, the determination of oxidation numbers and compound formulae, chemical bonds, binding energy and properties of substances, the hybridisation of atomic orbitals and bonding and conformations of organic compounds.
Course 6 (applied): The applied course of aluminium. The course is set up together with other institutes of secondary education and factories and industries using aluminium. The aim is to master basic information about aluminium, and arouse the students’ interest in aluminium, its further refining and to come up with new ideas for use.
5.4.11. Computer science
Course 1 (applied): Basic skills in computer science. Introduction to word processing, spreadsheet computation, filing systems and graphics programmes. Basics of the Internet, e-mail and search engines.
Course 2 (applied): Tools programmes. Effective use of tools programmes such as Word, Excel, Access or PowerPoint. Completing a test project.
Course 3 (applied): Basic skills in programming. Finding out what a programme is and how it works. Learning concepts like algorithm, translator, interpreter and basic programming languages. Completing a test project.
5.4.13. Religion
Course 4 (specialisation): Worlds of religions. The course will deal with Hinduism, Buddhism, Chinese and Japanese religions, Judaism and Islam, as well as the common features of the religions of primitive peoples, from the perspectives of the following themes: distribution and adherents of different religions, the holy scriptures and doctrines, ethical rules, cults and rituals, different movements within religions and religions and society.
5.4.14. Psychology
Course 2 (specialisation): Human psychological development. The course deals with individual psychological development at different stages of life, different areas of psychological development in the light of theories of developmental psychology, connections between psychological development and biological factors, the role of social interaction and culture in human psychological development, problems in psychological development and how to influence these, and research into psychological development.
5.4.15. History
Course 5 (specialisation): Finland from prehistoric times to autonomy. The course deals with prehistoric times and interpretation of the origins of Finns and the Sami people, settlement patterns, living conditions, religions and beliefs and external relations. The themes include the incorporation of Finland into the Western European cultural community during the Middle Ages, the winds of Modern Times, the Swedish Great Power Period, and the age of freedom and utility. Alternates with course 6. In 2005-2006 there will be course 5.
Course 6 (specialisation): Meeting of cultures. On the course one or more of the following areas will be examined: Africa, Arctic cultures, indigenous Australian and Oceanic cultures, India, the Islamic world, Japan, China, Korea, Latin America, or indigenous North American cultures. Alternates with course 5.
5.4.16. Visual arts
Course 5 (specialisation): Contemporary art workshop. The objective of the course is to learn to follow and assess cultural phenomena in contemporary art. During the course the students will design and construct three-dimensional models by using and combining different materials.
5.4.17. Physical education, girls
Course 4 (specialisation): Training together. The objective of the course is to promote students’ joint exercise interests. Working methods will place emphasis on co-operation within a group. The course contents will comprise some form of exercise that may be trained in a group. This time the core content is ball games and recreational exercise according to the wishes of the students.
5.4.18. Physical education, boys
Course 4 (specialisation): Training together. The objective of the course is promoting and assessing fitness to make the students realise the importance of regular exercise. The contents of the course deal with ball games and recreational exercise according to the wishes of the students.
5.4.19. Educational and vocational guidance
Course 5 (applied): Basic studying techniques. Half of the course contains mother tongue, the rest studying techniques. The objective is to support the student in his studies, to prevent loss of motivation, stress and possible dropping out.
The topics of the course are for example learning difficulties, relaxation techniques, memory, learning theories, reading speed, finding your own studying style, studying mother tongue, general studies, mathematics and foreign languages, self-esteem and perseverance. There will be 19 lessons of mother tongue for developing reading comprehension, revising the basics of language use and practising writing. The participants are screened for the course. The time slot will probably be in period 3.
5.4.20. Music
Course 10 (applied): Festival course, ½ course. The course objective is to participate in the planning and realization of the school’s musical performances by being one of the performers or one of the technical planning group.
Alajärvi Upper Secondary School takes in new students based on the average grade of theoretical subjects. The application to upper secondary school is through the process of so-called collective application.
Food is offered free in Alajärvi Upper Secondary School. Those who are 17 years of age are eligible for student grants and housing allowance from the National Pensions Institute. It also supports those students’ bus or taxi fees whose way to school is at least 10 kilometres one way. The student’s share of costs is 43 euros a month.
The students are responsible for buying the textbooks in any place of their choosing. In the beginning of school they normally need textbooks during the first six-week period. The student body also arranges buying books collectively.
Contact information
Alajärvi Upper Secondary School
Kaupintie 7
62900 ALAJÄRVI
Tel. 358-6-2412 2432
Fax 358-6-2412 2457
Internet: http://www.japo.fi/kk/lukio
Headmaster tel. 358-6-2412 2465
Starter’s Guide
1. Dear applicant
You are about to complete your compulsory education and think about continuing studies. This guide tells about the options offered by Alajärvi Upper Secondary School and studying in upper secondary school in general. A more detailed guide will be at your disposal when you begin your studies.
The studies in upper secondary school aim at passing the matriculation examination. Bearing this in mind, you also have to go through your choice of subjects. These studies are divided into compulsory, specialised and applied courses. Specialised courses are a direct continuation of general compulsory courses. The tasks presented in the matriculation examination are based on both compulsory and specialised courses. The applied courses are normally school-specific and they are integrative by nature. The contents of these courses vary in different schools of the region.
A student chosen to begin studies in upper secondary school can supplement his choices after school has started. Extra courses can be added from the selection of other institutions of secondary education in Alajärvi, and the following: Alajärvi Music College, Alajärvi Art School, Nelimarkka Art Academy and Järviseutu Upper Secondary Summer School. In addition it is also possible to pursue some university courses.
I wish you welcome to Alajärvi Upper Secondary School. It is, thanks to new facilities, a cosy and favourable school to students, but it also requires long-term commitment to work. In Alajärvi Upper Secondary School the teaching staff is qualified, the teaching equipment is up-to-date and there is a good possibility to use the Internet connections daily. The matriculation examination is a common basis for post-graduate studies in all educational institutions, universities and schools of higher education.
Marko Timo
Headmaster
Alajärvi Upper Secondary School
2. A non-graded school
The basic principle of a non-graded upper secondary school is flexibility. A student does not have to repeat a year in case of poor results in one subject. He can choose which courses to take all by himself.
Non-graded studies create freedom in schooling. The student can control his own studying pace. The duration of studies is then influenced by the student’s own needs, living conditions, phases of life, hobbies, possibilities and abilities. Freedom also brings about responsibility of one’s own studies. School attendance has to be followed much more accurately than before.
In a non-graded school the teacher might change when taking the next course in the same subject. It is not necessarily the case that the same teacher teaches successive courses. There is also fluctuation in the student groups; the people that take the next course might be totally different. The size of teaching groups does not remain constant either.
· the student does not repeat a school year or he cannot be moved from one form to another
· the student cannot be moved up conditionally
· it is accepted to improve the marks of a course the student has already passed
· the upper secondary school can be completed in two, three or four years (for special reasons it is possible to get a permission for a longer period of studies)
· there is no compulsory number of courses the student has to pass within a term but the total number of courses accumulates during the total time spent at school (set number of course 75)
· the matriculation examination tests can be started either during the spring or autumn term
3. Periodic studying
In upper secondary school the syllabus is divided into separate, independent courses in each subject. Each course corresponds to approximately 38 hours. These courses are studied so that there is six hours of the same subject every week. This kind system is called periodic studying. In Alajärvi Upper Secondary School the school year is divided into six periods. One period lasts about six weeks. The timetable changes at the end of each period. At the end of the period there is a so-called exam week which includes a test of the completed courses in the mornings and preparation for the following day’s test in the afternoon. Within about two weeks of the completion of courses a report is given (six reports per year).
4. Independent studying
In order to raise responsible and independent students the whole course – or a part of the course – can be completed by doing independent work. The permission for this is given by the headmaster and the subject teacher. Independent work can be done in two ways: the teacher gives you additional tasks and acts as your tutor, or you can take the whole exam without any tuition at all. Independent work becomes necessary if you study two subjects simultaneously.
5. Selection of courses
Alajärvi Upper Secondary School Syllabus
5.1. The Matriculation Examination and Selection of Courses
The distribution of upper secondary school subjects can be seen in the course selection card. In addition to this courses completed in other schools can be taken into account in Alajärvi Upper Secondary School. Specialisation courses and applied courses are optional.
When making choices it is advisable to pay attention to the requirements of the matriculation examination. Since the examination tasks are based on compulsory and specialisation courses, in practice most of the specialisation courses should be completed.
Compulsory subjects in the matriculation examination according to the Alajärvi Upper Secondary School distribution of courses are mother tongue, and three of the following: one foreign language, Swedish, mathematics and humanities and natural sciences. In foreign languages and mathematics there are two levels. The more advanced level test has to be taken in at least one of the subjects mentioned above.
Nowadays the student chooses the level of the exam when registering for the matriculation examination despite the syllabus he has followed at school. (It is possible to take the basic test in mathematics even though one has studied the advanced syllabus.)
5.2. Career prospects and the selection of courses
Choices made during schooling may have a decisive effect on how to get into post-graduate studies. Entrance requirements should be checked in the Guides for Applying for Higher Education which are published yearly.
5.2.1. Mathematics
Upper secondary school advanced mathematics is useful in universities and institutes of higher education on many fields. It is of special use on technical and commercial fields and in mathematics and natural history.
- Technical field. The advanced syllabus in mathematics is one entrance requirement for the Universities of Technology and other institutes. There is also a quota for the students of the basic syllabus in mathematics. Making use of this quota requires supplemental studies during university education. Studies in the technical field generally require proficiency in the advanced courses of either physics or chemistry.
- Medical field. The advanced syllabus in mathematics is not a must in applying to university to study medicine. Passing it may give extra points. In addition it is useful in studying the advanced courses in physics the mastery of which is often tested in the entrance exam of most faculties in medicine.
- Mathematics and natural sciences. Knowledge of advanced mathematics and the marks for the matriculation examination are criteria or an advantage in applying for the schooling programmes in mathematics, physics and chemistry.
- Commercial field. Knowledge of advanced mathematics is useful when trying to get into schools of economics and business administration because the reading material for entrance exams normally includes one book that requires good basic skills in mathematics.
- Forestry field. The entrance requirements state that you have to have the corresponding skills in advanced mathematics.
- Mathematics is emphasised for example in the studies to become a comprehensive school teacher (lower level) or an economist.
5.2.2. Physics
- Technical field. A good knowledge in physics is a precondition in applying for universities and other institutions of higher education in technology and vocational colleges.
- Physics and other fields. Physics is an integral part of university studies in natural sciences. Many schooling programmes in forestry and agriculture test your knowledge about some courses of upper secondary school physics in their entrance exams. Studies in physics help in some specialised fields in physical education and public health services. The entrance exams of medical faculties include questions based on the advanced syllabus in physics.
5.2.3. Chemistry
Questions on upper secondary school chemistry courses are a part of the entrance exams of many universities, schools of higher education and vocational colleges. Knowledge of chemistry is needed for example in the post-graduate studies in the following fields: chemistry, biology, medicine, pharmacy and many technological fields of agriculture and forestry. Also food and textile industry, and various tasks in environmental technology chemistry is an asset.
5.2.4. Psychology
Upper secondary school psychology forms the basis of entrance exams in many different universities. These courses are beneficial if you want to go into teacher training or into social services and public health. Also in the fields of commerce, advertising, marketing and medicine you can make use of the basic concept of psychology.
5.2.5. Information technology
Entrants to upper secondary schools find it worthwhile to include information technology in their study programmes since it is useful everywhere.
5.2.6. Philosophy, history, geography and religion
The subjects mentioned above build up your outlook on life and teach to understand other ideologies and cultures. Interest in philosophy has grown increasingly in the last few years and its studies can be pursued in several fields of schooling. Studies in history are useful for example in communications and mass media, teaching, administration and art studies.
5.2.7. Geography
There are two routes of orientation in the geography schooling programme: general geography and orientation towards teacher studies. By choosing the appropriate secondary subjects a geographer can qualify for for example nature conservation, tourism industry, regional research and planning tasks, publishing, adult education, assignments in cultural organisations or mass media and various projects in development co-operation in the third world.
5.2.8. Biology
The biology schooling programme contains orientation possibilities for teacher studies. Among the fields where you can apply biology are medicine, veterinary medicine, pharmacy, agriculture and forestry, food industry, physical education and biotechnology.
5.2.9. Languages
There is also a wealth of cultural information in the language studies in upper secondary schools. Mastering the most common languages in upper secondary school is vital for post-graduate studies because the majority of course materials in universities and vocational colleges are written in some foreign language.
In the fields of commerce and industry we need more people who know German well. Skills in German during studies and later in working life form a valuable asset. Since Finland joined the EU the importance of German and French has increased remarkably. French and English are the official languages of the EU and expert in these languages are very sought after.
Russia is still a major trading partner. For example ship building, machinery, woodwork and textile industries need qualified experts in Russian from different fields. When applying for some schools, it is a plus if you have passed 6-7 subjects in the matriculation examination.
5.2.10.Visual arts, music, physical education
Arts and physical education develop creative problem-solving, expression and communication skills and, through self-knowledge and self-guidance, studying skills in all fields of life and art. The aim is to support the student’s versatile and personal growth into maturity, social skills and all-round education as well as balance and mastery of information flow.
5.2.11.Mother tongue
Mother tongue sets the foundation for studying. Good knowledge in the mother tongue gives the prerequisites for successful learning.
Literature helps the reader obtain a grasp of the world and develop writing skills. Expression skills familiarise the student with techniques in relaxation and self-expression, and enhance observation skills. The mastery of the mother tongue is important in applying for any field of study.
5.3. Co-operation
Alajärvi Upper Secondary School is in co-operation with the following schools
a) Horizontal co-operation (same level of schooling)
- Alajärvi Upper Secondary General School for Adults
- Järviseutu Vocational Institute / Alajärvi branch
- Järviseutu Vocational Institute / Kurejoki branch
- Alajärvi Music College
- Alajärvi Art School
- Järviseutu Open Colleges and Upper Secondary Schools: Järviseutu Upper Secondary Summer School
- Nelimarkka Academy
Courses passed in these schools can be utilised as part of the studies in Alajärvi Upper Secondary School. If later on you begin to study in these schools, you don’t have to attend the courses already completed. Alajärvi Upper Secondary School, Commercial Institute and Vocational Institute aim at offering a “course selection chart” which functions so that the timetables match; therefore these schools have a partially common chart. The possibilities provided by the course selection chart cannot be seen until school has started when you can supplement the choices made the previous spring.
Alajärvi Music College certificates can compensate as many as three applied courses of music. This means that completing the studies corresponding to these courses in the Music College equals three courses in upper secondary school. The language selection in Alajärvi Upper Secondary School can be supplemented by taking for example Spanish and Italian lessons in Järviseutu Open College.
b) Vertical co-operation (upwards mobile)
Alajärvi Upper Secondary School has a co-operation agreement with Jyväskylä Open University. The agreement states that some specialisation and applied courses in Alajärvi make up for some general studies in the university and they don’t have to be taken again when going to universities or vocational colleges. When school starts in August 2005, the students are told about the specifics of these complementing courses, and even if school has started, these choices can be supplemented as regards these studies.
5.4. Course contents
5.4.1. Mother tongue
Course 10 (specialisation): Theme course in literature. The course deals with one or several mutually agreed themes. The methods of study will be reading, writing, discussions and a cinema or theatre visit.
Course 11 (applied): Performance course. The idea of the course is to produce for example a play or some other piece of work, such as a video which is suitable to be shown in school special events. The group plans together all aspects of the performance: manuscript, stage sets and costumes, sound engineering and lighting.
Course 12 (applied): Editing a magazine. The project is carried out mainly in the editorial office of the magazine where there is a supervisor to give guidance. In the beginning of the course there are 3-4 lessons at school during which timetables and course requirements are cleared. With the teacher’s help you have to go through the principles of interviewing techniques among other things. The students work on various tasks individually and in group. At the end of the course the student hands out a learning progress diary for the evaluation of the teacher and the supervisor. At the end of the course there is also a feedback session for all. The course will be marked “pass” in your certificate.
Course 13 (applied): Radio work. In the beginning there is a 3-4- lesson period about practical arrangements and the basic principles of radio work. The course is put together mainly with Järviradio, the local radio station. The station has a contact reporter who teaches for example broadcasting technology. The students work individually and in group in the studio and in the field. At the end of the course the students hand out a learning progress diary for the evaluation of the teacher and the contact reporter. At the end of the course there is also a feedback session for all. The course will be marked “pass” in your certificate.
Course 14 (applied): Expression skills project. There is a co-operative project (musical, play etc.) together with the department of youth affairs of the municipality.
5.4.2. English (A1 language)
Course 9 (applied): English basic grammar, ½ course. The course is all about revising English basic grammar (i.e. tenses, conditional clauses and passive, and other points of interest according to the wishes of the students). The goal is to strengthen essential sections which the student needs from the first course onwards. Recommended to students who feel the need for revision (especially if your final mark in comprehensive school was 7 or less).
5.4.3. Swedish (B1 language)
Course 8 (applied): Swedish basic grammar, ½ course. The course is all about revising basic grammar, such as noun and verb forms, tenses and word order. Recommended for students for whom basic grammar has been difficult in comprehensive school or the final mark in Swedish was 8 or less.
5.4.4. German (A2 language, advanced level)
German A2 is intended for students who have studied German as their second foreign language since the fifth class of comprehensive school lower level. In a unified Europe the importance of German as one dominant language in Central Europe has been accentuated more than before. The advanced syllabus in A2 language gives good knowledge to the student which helps considerably in the labour market.
Course 1: Young people and their world
Course 2: Communication and leisure
Course 3: Study and work
5.4.5 B2 language (German, French, Russian; studies that begun in comprehensive school upper level)
The syllabus begins from course 3, see language B3. Those who have studied these languages in comprehensive school can also start from language B3, but then the final grade of upper secondary school is based on the B3 syllabus.
5.4.5. B3 language (German, French, Russian; studies that begin in upper secondary school)
Students of B3 language study two courses in a group of their own and beginning from course 3 the students of B2 join the lessons.
Course 1 (specialisation): How do you do, nice to meet you
Course 2 (specialisation): This is how to get things done
Course 3 (specialisation): Leisure and interests
Course 4 (specialisation): At home and abroad
5.4.6. B3 language (Spanish)
Course 1 (specialisation): How do you do, nice to meet you
Course 2 (specialisation): This is how to get things done
These courses alternate. In 2005-2006 is the turn of course 1.
5.4.7. Mathematics (B, short syllabus)
Course 9 (applied): Revision of basic skills, ½ course. A course reinforcing basic skills and levelling out differences in starting level skills.
5.4.8. Mathematics (A, advanced syllabus)
Course 15 (applied): Revision of basic skills, ½ course. A course reinforcing basic skills for upper secondary school beginners. Recommended to be studied as the first course of advanced mathematics to level out the students’ starting differences.
5.4.9. Physics
Course 2 (specialisation): Heat. The course deals with changes of state in gases and thermal expansion, pressure, hydrostatic pressure, heating and cooling of bodies, mechanical energy, the laws of thermodynamics and energy resources.
Course 3 (specialisation): Waves. The course deals with harmonic forces and vibrations, the generation and propagation of wave, interference, diffraction and polarisation of waves, reflection, refraction and total reflection, light, mirrors and lenses, sound, health effects of noise and protection against loud sounds.
5.4.10.Chemistry
Course 2 (specialisation): The microworld of chemistry. The course deals with the properties of elements and the periodic system, electronic structure and atomic orbitals, the determination of oxidation numbers and compound formulae, chemical bonds, binding energy and properties of substances, the hybridisation of atomic orbitals and bonding and conformations of organic compounds.
Course 6 (applied): The applied course of aluminium. The course is set up together with other institutes of secondary education and factories and industries using aluminium. The aim is to master basic information about aluminium, and arouse the students’ interest in aluminium, its further refining and to come up with new ideas for use.
5.4.11. Computer science
Course 1 (applied): Basic skills in computer science. Introduction to word processing, spreadsheet computation, filing systems and graphics programmes. Basics of the Internet, e-mail and search engines.
Course 2 (applied): Tools programmes. Effective use of tools programmes such as Word, Excel, Access or PowerPoint. Completing a test project.
Course 3 (applied): Basic skills in programming. Finding out what a programme is and how it works. Learning concepts like algorithm, translator, interpreter and basic programming languages. Completing a test project.
5.4.13. Religion
Course 4 (specialisation): Worlds of religions. The course will deal with Hinduism, Buddhism, Chinese and Japanese religions, Judaism and Islam, as well as the common features of the religions of primitive peoples, from the perspectives of the following themes: distribution and adherents of different religions, the holy scriptures and doctrines, ethical rules, cults and rituals, different movements within religions and religions and society.
5.4.14. Psychology
Course 2 (specialisation): Human psychological development. The course deals with individual psychological development at different stages of life, different areas of psychological development in the light of theories of developmental psychology, connections between psychological development and biological factors, the role of social interaction and culture in human psychological development, problems in psychological development and how to influence these, and research into psychological development.
5.4.15. History
Course 5 (specialisation): Finland from prehistoric times to autonomy. The course deals with prehistoric times and interpretation of the origins of Finns and the Sami people, settlement patterns, living conditions, religions and beliefs and external relations. The themes include the incorporation of Finland into the Western European cultural community during the Middle Ages, the winds of Modern Times, the Swedish Great Power Period, and the age of freedom and utility. Alternates with course 6. In 2005-2006 there will be course 5.
Course 6 (specialisation): Meeting of cultures. On the course one or more of the following areas will be examined: Africa, Arctic cultures, indigenous Australian and Oceanic cultures, India, the Islamic world, Japan, China, Korea, Latin America, or indigenous North American cultures. Alternates with course 5.
5.4.16. Visual arts
Course 5 (specialisation): Contemporary art workshop. The objective of the course is to learn to follow and assess cultural phenomena in contemporary art. During the course the students will design and construct three-dimensional models by using and combining different materials.
5.4.17. Physical education, girls
Course 4 (specialisation): Training together. The objective of the course is to promote students’ joint exercise interests. Working methods will place emphasis on co-operation within a group. The course contents will comprise some form of exercise that may be trained in a group. This time the core content is ball games and recreational exercise according to the wishes of the students.
5.4.18. Physical education, boys
Course 4 (specialisation): Training together. The objective of the course is promoting and assessing fitness to make the students realise the importance of regular exercise. The contents of the course deal with ball games and recreational exercise according to the wishes of the students.
5.4.19. Educational and vocational guidance
Course 5 (applied): Basic studying techniques. Half of the course contains mother tongue, the rest studying techniques. The objective is to support the student in his studies, to prevent loss of motivation, stress and possible dropping out.
The topics of the course are for example learning difficulties, relaxation techniques, memory, learning theories, reading speed, finding your own studying style, studying mother tongue, general studies, mathematics and foreign languages, self-esteem and perseverance. There will be 19 lessons of mother tongue for developing reading comprehension, revising the basics of language use and practising writing. The participants are screened for the course. The time slot will probably be in period 3.
5.4.20. Music
Course 10 (applied): Festival course, ½ course. The course objective is to participate in the planning and realization of the school’s musical performances by being one of the performers or one of the technical planning group.
6. Guidelines for applicants
Alajärvi Upper Secondary School takes in new students based on the average grade of theoretical subjects. The application to upper secondary school is through the process of so-called collective application.
7. Social welfare benefits in school
Food is offered free in Alajärvi Upper Secondary School. Those who are 17 years of age are eligible for student grants and housing allowance from the National Pensions Institute. It also supports those students’ bus or taxi fees whose way to school is at least 10 kilometres one way. The student’s share of costs is 43 euros a month.
8. Textbooks
The students are responsible for buying the textbooks in any place of their choosing. In the beginning of school they normally need textbooks during the first six-week period. The student body also arranges buying books collectively.
Contact information
Alajärvi Upper Secondary School
Kaupintie 7
62900 ALAJÄRVI
Tel. 358-6-2412 2432
Fax 358-6-2412 2457
Internet: http://www.japo.fi/kk/lukio
Headmaster tel. 358-6-2412 2465