Common Units

2.9 Communication and interaction competence, 11 competence points
2.10 Skills in mathematics and natural sciences, 6 competence points
2.11 Citizenship and working life competence, 9 competence points

2.9 Communication and interaction competence, 11 competence points

Communication and interaction in mother tongue is completed and instructed in Finnish, Swedish or Sámi as the mother tongue, depending on the education provider’s language of instruction and the qualification language. According to the student’s choice, Communication and interaction in mother tongue may also be completed and instruction in it may be provided using Finnish or Swedish, Roma language or sign language that is the student’s second language, or the student’s other mother tongue, if this possibility is offered by the education provider.

Communication and interaction in mother tongue, Finnish Compulsory targeted learning outcomes, 4 competence points
Students know how to
• act appropriately in different interactive situations
• interpret different texts and obtain and evaluate information from different sources
• produce different texts and express feelings, thoughts, opinions and concepts.

Assessment
Targets of assessment

Students act appropriately in different interactive situations.

Students
Satisfactory S1
• communicate in a manner that is appropriate for the interactive situation
• express views appropriately in cooperation and group situations
• use standard language that is appropriate for the situation when presenting a phenomenon or a matter related to their vocational field
• understand the importance of language and interaction competence in their vocational field and in the world of work
• evaluate their interaction competence based on feedback received by them

Satisfactory S2

Good G3
• communicate fluently in different interactive situations
• steer the discussion forwards in cooperation and group situations in a goal-oriented manner
• justify their opinions and statements
• use standard language as indicated by the situation and the concepts and text types of their vocational field naturally when presenting phenomena or matters related to their vocational field
• through their actions, demonstrate an understanding of the importance of language and interaction competence in their vocational field and in the world of work
• evaluate their interaction competence realistically, recognising their strengths and development needs

Good G4

Excellent E5
• communicate convincingly also in demanding interactive situations
• act constructively and promote the interaction of the team in cooperation and teamwork situations through their actions
• justify their opinions and statements diversely and in a manner that is appropriate for the situation
• use standard language as indicated by the situation and the concepts and text types of their vocational field naturally and appropriately when presenting phenomena related to their vocational field and gear their message to the target group
• through their actions, demonstrate an understanding of the importance of language and interactive competence in their vocational field, in the world of work and in society
• develop their interaction competence based on feedback and self-assessment

Students interpret different texts and obtain and evaluate information from different sources.

Students
Satisfactory S1
• recognise text types and media used in their vocational field and in the world of work
• conclude the meanings of texts mainly independently
• seek information in the main information sources in their vocational field and use their multiliteracy in simple tasks for seeking information
• take some notes and sum up a few core ideas based on what they hear, read and see
• assess the reliability of information sources and information mainly independently
• use the information they have obtained
• observe copyrights mainly independently
• assess their competence in interpreting texts based on the feedback received

Satisfactory S2

Good G3
• recognise diverse text types and media used in their vocational field and in the world of work
• interpret the main objectives and essential meanings of different texts
• seek information in diverse sources in their vocational field, using their multiliteracy
• take notes and sum up the core contents based on what they hear, read and see
• evaluate the reliability of information sources and information
• use the information they have obtained systematically and effortlessly
• observe copyrights appropriately
• assess their competence in interpreting texts realistically, recognising their strengths and development needs

Good G4

Excellent E5
• know the diverse text types and media used in their vocational field and in the world of work and evaluate their use
• interpret the objectives of different texts diversely and evaluate the content and expression of the texts
• seek information in diverse and relevant information sources effortlessly, using their multiliteracy
• take notes independently and sum up the core contents based on what they hear, read and see
• assess with expertise the reliability of information sources and information
• diversely and effortlessly use the information they have obtained
• observe copyrights and cite appropriately the sources they use
• develop their competence in the interpretation of texts on the basis of feedback and self-assessment.

Optional targeted learning outcomes, 3 competence points

Students know how to
• develop their communication and interaction competence
• develop their public speaking and teamwork skills
• interpret and produce different texts
• are familiar with forms and meanings of language and literature.

Assessment
Targets of assessment

Students know how to develop their communication and interaction competence.

Students
Satisfactory S1
• express their opinions appropriately and provide convincing arguments for them
• take the views of others into account in interaction
• demonstrate an understanding of the importance of non-verbal communication and its impacts on how the message is received
• assess their communication and interaction competence on the basis of the feedback received

Satisfactory S2

Good G3
• behave politely and adaptively in interactive situations in different environments
• take the requirements of the recipient, the situation and their vocational field into account in their communication
• take the impacts of non-verbal communication into account in their own expression
• assess their communication and interaction competence realistically by recognising their strengths and development needs

Good G4

Excellent E5
• maintain interaction while they are speaking, illustrate their speech and put it together logically
• take into account the recipient, situation and the requirements of the vocational field and communicate constructively also in conflicting and problem situations
• apply the rules of non-verbal communication in their interaction and compare cultural meanings
• develop their communication and interaction competence on the basis of feedback and self-assessment.

Students interpret and produce different texts.

Students
Satisfactory S1
• familiarise themselves with different text types
• know some of the requirements of using text types as indicated by the situation
• with guidance, produce and interpret texts on their own and together with others
• with guidance, give and receive constructive feedback on the produced texts
• assess their competence in interpreting and producing texts on the basis of the feedback received

Satisfactory S2

Good G3
• familiarise themselves with different text types and analyse their methods of expression critically
• produce and interpret texts alone and together with others
• edit texts they have produced on the basis of feedback
• give and receive constructive feedback on produced text
• assess their competence in interpreting and producing texts realistically by recognising their strengths and development needs

Good G4

Excellent E5
• familiarise themselves with different text types and analyse their methods of expression critically and from diverse viewpoints
• produce and interpret diverse texts alone and together with others
• give constructive and diverse feedback on texts that have been produced and receive feedback
• edit texts they have produced and develop their writing skills based on the feedback received
• develop their competence in interpreting and producing texts on the basis of feedback and self-assessment.

Communication and interaction in mother tongue, Sámi Compulsory targeted learning outcomes, 4 competence points

Students know how to
• act appropriately in different interactive situations using Sámi
• interpret different texts and obtain and evaluate information from different sources
• produce different texts and express feelings, thoughts, opinions and concepts in Sámi.

Assessment
Targets of assessment

Students act appropriately in different interactive situations using Sámi.

Students
Satisfactory S1
• communicate in a manner that is appropriate for the interactive situation
• express views appropriately in cooperation and group situations
• use standard language that is appropriate for the situation when presenting a phenomenon or a matter related to their vocational field
• understand the importance of language and interaction competence in their vocational field and in the world of work
• evaluate their interaction competence based on feedback received by them

Satisfactory S2

Good G3
• communicate fluently in different interactive situations
• steer the discussion forwards in cooperation and group situations in a goal-oriented manner
• justify their opinions and statements
• use standard language as indicated by the situation and the concepts and text types of their vocational field naturally when presenting phenomena or matters related to their vocational field
• through their actions, demonstrate an understanding of the importance of language and interaction competence in their vocational field and in the world of work
• evaluate their interaction competence realistically, recognising their strengths and development needs

Good G4

Excellent E5
• communicate convincingly also in demanding interactive situations
• act constructively and promote the interaction of the team in cooperation and teamwork situations through their actions
• justify their opinions and statements diversely and in a manner that is appropriate for the situation
• use standard language as indicated by the situation and the concepts and text types of their vocational field naturally and appropriately when presenting phenomena related to their vocational field and gear their message to the target group
• through their actions, demonstrate an understanding of the importance of language and interactive competence in their vocational field, in the world of work and in society
• develop their interaction competence based on feedback and self-assessment.

Students produce different texts and express feelings, thoughts, opinions and concepts in Sámi.

Students
Satisfactory S1
• set objectives for their expression and plan their expression according to these objectives
• produce spoken, written or audio-visual texts using information and communication technologies and their multiliteracy
• have partly mastered the practices of written language
• produce texts that are typically needed in their vocational field and in the world of work
• produce spoken language that is suitable for the situation
• assess their competence in producing texts and their expressive skills on the basis of the feedback received

Satisfactory S2

Good G3
• set objectives for their expression and communicate in line with these objectives
• produce spoken, written or audio-visual texts using information and communication technologies and their multiliteracy and assess the appropriateness of different options
• have mostly mastered the practices of written language
• produce texts according to the textual practices in their vocational field and in the world of work
• plan spoken texts according to the target group and express themselves clearly
• assess their competence in producing texts realistically, recognising their strengths and development needs

Good G4

Excellent E5
• set objectives for their expression, communicate in line with these objectives and assess the effectiveness of their communication
• produce spoken, written or audio-visual texts using diverse information and communication technologies and their multiliteracy, and assess the appropriateness of different options
• have mastered the practices of written language with fluency and modify the expression and structure of the texts they produce
• fluently produce texts that comply with the textual practices of their vocational field and the world of work
• use clear spoken language that is appropriate for the situation interactively and have mastered polished standard language
• develop their competence in producing texts on the basis of feedback and self-assessment.

Optional targeted learning outcomes, 3 competence points

Students know how to
• develop their communication and interaction competence in Sámi
• develop their public speaking and teamwork skills
• interpret and produce different texts in Sámi
• are familiar with forms and meanings of language and literature.

Assessment
Targets of assessment

Students know how to develop their communication and interaction competence in Sámi.

Students
Satisfactory S1
• express their opinions appropriately and provide convincing arguments for them
• take the views of others into account in interaction
• demonstrate an understanding of the importance of non-verbal communication and its impacts on how the message is received
• assess their communication and interaction competence on the basis of the feedback received

Satisfactory S2

Good G3
• behave politely and adaptively in interactive situations in different environments
• take the requirements of the recipient, the situation and their vocational field into account in their communication
• take the impacts of non-verbal communication into account in their own expression
• assess their communication and interaction competence realistically by recognising their strengths and development needs

Good G4

Excellent E5
• maintain interaction while they are speaking, illustrate their speech and put it together logically
• take into account the recipient, situation and the requirements of the vocational field and communicate constructively also in conflicting and problem situations
• apply the rules of non-verbal communication in their interaction and compare cultural meanings
• develop their communication and interaction competence on the basis of feedback and self-assessment.

Students develop their public speaking and teamwork skills.

Students
Satisfactory S1
• deliver both spontaneous and prepared speeches or oral presentations on familiar topics
• work cooperatively as part of the team in teamwork situations
• follow the meeting and negotiation practices of the world of work but need guidance from time to time
• assess their public speaking and teamwork skills on the basis of the feedback received

Satisfactory S2

Good G3
• deliver both spontaneous and prepared presentations, illustrate their presentation and put them together logically
• actively steer the team’s work forwards and appreciate the views of others
• follow the meeting and negotiation practices of the world of work
• assess their public speaking and teamwork skills realistically, recognising their strengths and development needs

Good G4

Excellent E5
•deliver both spontaneous and independently prepared presentations, also in challenging situations, illustrate their presentation and put it together logically
• recognise the impacts of their actions on the team’s operation and encourage other team members to act
• have mastered the flexible use of meeting and negotiation practices
• assess their public speaking and teamwork skills based on feedback and self-evaluation.

Students are familiar with forms and meanings of language and literature.

Students
Satisfactory S1
• are aware of the importance of the diversity of languages, cultures and identities
• familiarise themselves with different genres of literature and other art forms
• read literary texts
• make observations on their reading

Satisfactory S2

Good G3
•take into account the diversity of languages, cultures and identities in their interaction
• familiarise themselves diversely with different genres of literature and other art forms
• read literature and interpret and evaluate literature and other works of art
• assess their reading

Good G4

Excellent E5
• diversely apply their competence related to the diversity of languages, cultures and identities
• demonstrate diverse knowledge of different genres of literature and other art forms
• acquire diverse reading experiences and analyse and evaluate literature and other works of art
• assess and develop their reading.

Communication and interaction in mother tongue, sign language Compulsory targeted learning outcomes, 4 competence points

Students know how to
• act appropriately in different interactive situations using the Finnish sign language
• interpret different signed texts and obtain and evaluate information from different sources
• produce signed texts in different forms and express feelings, thoughts, opinions and concepts in the Finnish sign language.

Assessment
Targets of assessment

Students act appropriately in different interactive situations using the Finnish sign language.

Students
Satisfactory S1
• use the Finnish sign language in familiar communication situations appropriately
• can cope in familiar communication environments, for example with people who can hear
• use sign language interpretation in interactive situations
• participate in cooperation and group situations and express their opinions appropriately
• present a phenomenon or issue related to their vocational field
• are aware of the importance of sign language and interaction competence in their vocational field and in the world of work
• evaluate their interaction competence based on feedback received by them

Satisfactory S2

Good G3
• use the Finnish sign language in communication situations of the field interactively and appropriately
• operate in varying professional communication environments, including with sign language users and people who can hear
• use sign language interpretation appropriately in different situations
• steer a communication situation forwards purposefully
• justify their opinions and arguments and work in an ethically sustainable manner in interactive situations
• as indicated by the situation, use standard language naturally and the concepts and registers of the field adeptly when presenting phenomena or matters related to their vocational field
• understand the importance of sign language and interaction competence in their vocational field and in the world of work
• assess their interaction competence realistically, recognising their strengths and development needs

Good G4

Excellent E5
• use the Finnish sign language actively in communication situations of the field and are naturally interactive and convincing in their communication
• operate flexibly in different multimodal communication environments
• use sign language interpretation adeptly in different situations
• participate actively and constructively in a group
• promote the interaction of the group through their actions
• justify their views and arguments diversely and work in an ethically sustainable manner in interactive situations
• direct their message to the target group when presenting phenomena related to their field in standard language and use the concepts and registers of the field flexibly
• understand the importance of sign language and interaction competence in their vocational field and more extensively in society for both the individual and the world of work
• develop their interaction competence based on feedback and self-assessment.

Students interpret different signed texts and obtain and evaluate information from different sources.

Students
Satisfactory S1
• are familiar with text types used in the world of work
• find information in key sources of their vocational field
• understand the core contents of essential messages in their field in the Finnish sign language
• make conclusions about the meanings of texts and the reliability of different information sources
• use the information they have acquired for interpreting texts while communicating
• observe copyrights partly independently
• assess their competence in interpreting texts based on the feedback received

Satisfactory S2

Good G3
• understand the objective of texts that are essential for their vocational competence and interpret the meanings of texts
• find information related to their vocational field in versatile sources
• understand the main content of essential messages in their field in the Finnish sign language and are able to relate it to their personal experiences
• evaluate the reliability of information and information sources
• diversely use the information they have acquired for interpreting texts
• observe copyrights appropriately
• assess their competence in interpreting texts realistically, recognising their strengths and development needs

Good G4

Excellent E5
• interpret the meanings and objectives of texts and are able to evaluate their content and expression
• seek information in diverse and relevant information sources
• understand the main contents of messages in their field in the Finnish sign language and are able to make comparisons and conclusions on this basis
• expertly evaluate the reliability of information and information sources
• adeptly use the information they have acquired for interpreting texts
• observe copyrights and cite appropriately the sources they use
• develop their competence in the interpretation of texts on the basis of feedback and self-assessment.

Optional targeted learning outcomes, 3 competence points

Students know how to
• develop their communication and interaction competence and the ways to express of the Finnish sign language
• develop their public speaking and teamwork skills
• interpret and produce different signed texts
• are familiar with forms and meanings of language and literature.

Assessment
Targets of assessment

Students develop their communication and interaction competence and the ways to express of the Finnish sign language.

Students
Satisfactory S1
• express their opinion with appropriate and persuasive justifications
• take other people’s views into account in interaction
• understand the importance of non-verbal communication and gestures in interaction and their influence on the way the message is received
• assess their communication and interaction competence on the basis of the feedback received

Satisfactory S2

Good G3
• behave politely and adaptively in interactive situations in different language environments
• take the requirements of the recipient, the situation and their vocational field into account in their communication
• naturally use general signs and signs related to their vocational field
• account for the importance of non-verbal communication and gestures and are aware of their impacts in their own expression
• assess their communication and interaction competence realistically, recognising their strengths and development needs

Good G4

Excellent E5
• maintain interaction while signing, illustrate their speech and structure it so that its contents are logical
• make versatile use of sign language with fluent structures and rich expressions
• communicate constructively, also in situations that involve conflicts and problems
• apply the rules of non-verbal communication, gestures and non-manual markers in their interaction and also compare meanings between different cultures
• develop their communication and interaction competence on the basis of feedback and self-assessment.

Students interpret and produce different signed texts.

Students
Satisfactory S1
• are familiar with styles and text types of signed languages and the requirements of using them appropriately in each situation
• use different vocational expression types following a model
• produce texts alone and with others
• assess their competence in interpreting and producing signed texts on the basis of the feedback received

Satisfactory S2

Good G3
•examine the styles of signed languages and the ways to express of different text types critically
• edit professional texts produced by them on the basis of feedback
• give and receive constructive feedback on texts produced together
• assess their competence in interpreting and producing texts realistically, recognising their strengths and development needs

Good G4

Excellent E5
• use a variety of different ways to express and styles and text types of signed languages in their texts and in different language environments
• make observations on professional text types, modify them and assess the impacts of linguistic choices
• work flexibly as part of the text production process together with others
• develop their competence in interpreting and producing texts on the basis of feedback and self-assessment.

Students are familiar with forms and meanings of language and literature.

Students
Satisfactory S1
• know and recognise the importance of your own language as well as cultural diversity and identities in interaction
• familiarise themselves with different genres of literature and other art forms
• read fiction and make observations of their own reading

Satisfactory S2

Good G3
• take into account the diversity of languages, cultures and identities in their interaction
• interpret and evaluate books they read and other art performances they experience, assessing their own reading

Good G4

Excellent E5
• apply their competence related to linguistic and cultural diversity and appreciate cultural diversity
• obtain versatile reading experiences, evaluate the significance of literature and other art forms, and assess their own multiliteracy.

Communication and interaction in mother tongue, the student’s mother tongue Compulsory targeted learning outcomes, 4 competence points
Students know how to
• act appropriately in different interactive situations using their mother tongue
• interpret different texts and obtain and evaluate information from different sources
• produce different texts and express feelings, thoughts, opinions and concepts in their mother tongue.

Assessment
Targets of assessment

Students act appropriately in different interactive situations using their mother tongue.

Students
Satisfactory S1
•communicate in a manner that is appropriate for the interactive situation
• express views appropriately in cooperation and group situations
• use standard language that is appropriate for the situation when presenting a phenomenon or a matter related to their vocational field
• understand the importance of language and interaction competence in their vocational field and in the world of work
• evaluate their interaction competence based on feedback received by them

Satisfactory S2

Good G3
• communicate fluently in different interactive situations
• steer the discussion forwards in cooperation and group situations in a goal-oriented manner
• justify their opinions and statements
• use standard language as indicated by the situation and the concepts and text types of their vocational field naturally when presenting phenomena or matters related to their vocational field
• through their actions, demonstrate an understanding of the importance of language and interaction competence in their vocational field and in the world of work
• evaluate their interaction competence realistically, recognising their strengths and development needs

Good G4

Excellent E5
• communicate convincingly also in demanding interactive situations
• act constructively and promote the interaction of the team in cooperation and teamwork situations through their actions
• justify their opinions and statements diversely and in a manner that is appropriate for the situation
• use standard language as indicated by the situation and the concepts and text types of their vocational field naturally and appropriately when presenting phenomena related to their vocational field and gear their message to the target group
• through their actions, demonstrate an understanding of the importance of language and interactive competence in their vocational field, in the world of work and in society
• develop their interaction competence based on feedback and self-assessment.

Students interpret different texts and obtain and evaluate information from different sources.

Students
Satisfactory S1
• recognise text types and media used in their vocational field and in the world of work
• conclude the meanings of texts mainly independently
• seek information in the main information sources in their vocational field and use their multiliteracy in simple tasks for seeking information
• take some notes and sum up a few core ideas based on what they hear, read and see
• assess the reliability of information sources and information mainly independently
• use the information they have obtained
• observe copyrights mainly independently
• assess their competence in interpreting texts based on the feedback received

Satisfactory S2

Good G3
• recognise diverse text types and media used in their vocational field and in the world of work
• interpret the main objectives and essential meanings of different texts
• seek information in diverse sources in their vocational field, using their multiliteracy
• take notes and sum up the core contents based on what they hear, read and see
• evaluate the reliability of information sources and information
• use the information they have obtained systematically and effortlessly
• observe copyrights appropriately
• assess their competence in interpreting texts realistically, recognising their strengths and development needs

Good G4

Excellent E5
• know the diverse text types and media used in their vocational field and in the world of work and evaluate their use
• interpret the objectives of different texts diversely and evaluate the content and expression of the texts
• seek information in diverse and relevant information sources effortlessly, using their multiliteracy
• take notes independently and sum up the core contents based on what they hear, read and see
• assess with expertise the reliability of information sources and information
• diversely and effortlessly use the information they have obtained
• observe copyrights and cite appropriately the sources they use
• develop their competence in the interpretation of texts on the basis of feedback and self-assessment.

Optional targeted learning outcomes, 3 competence points

Students know how to
• develop their communication and interaction competence in their mother tongue
• develop their public speaking and teamwork skills
• interpret and produce different texts in their mother tongue
• are familiar with forms and meanings of language and literature.

Assessment
Targets of assessment

Students develop their communication and interaction competence in their mother tongue.

Students
Satisfactory S1
• express their opinions appropriately and provide convincing arguments for them
• take the views of others into account in interaction
• demonstrate an understanding of the importance of non-verbal communication and its impacts on how the message is received
• assess their communication and interaction competence on the basis of the feedback received

Satisfactory S2

Good G3
• behave politely and adaptively in interactive situations in different environments
• take the requirements of the recipient, the situation and their vocational field into account in their communication
• take the impacts of non-verbal communication into account in their own expression
• assess their communication and interaction competence realistically by recognising their strengths and development needs

Good G4

Excellent E5
• maintain interaction while they are speaking, illustrate their speech and put it together logically
• take into account the recipient, situation and the requirements of the vocational field and communicate constructively also in conflicting and problem situations
• apply the rules of non-verbal communication in their interaction and compare cultural meanings
• develop their communication and interaction competence on the basis of feedback and self-assessment.

Students interpret and produce different texts in their mother tongue.

Students
Satisfactory S1
• familiarise themselves with different text types
• know some of the requirements of using text types as indicated by the situation
• with guidance, produce and interpret texts on their own and together with others
• with guidance, give and receive constructive feedback on the produced texts
• assess their competence in interpreting and producing texts on the basis of the feedback received

Satisfactory S2

Good G3
• familiarise themselves with different text types and analyse their methods of expression critically
• produce and interpret texts alone and together with others
• edit texts they have produced on the basis of feedback
• give and receive constructive feedback on produced text
• assess their competence in interpreting and producing texts realistically by recognising their strengths and development needs

Good G4

Excellent E5
• familiarise themselves with different text types and analyse their methods of expression critically and from diverse viewpoints
• produce and interpret diverse texts alone and together with others
• give constructive and diverse feedback on texts that have been produced and receive feedback
• edit texts they have produced and develop their writing skills based on the feedback received
• develop their competence in interpreting and producing texts on the basis of feedback and self-assessment.

Communication and interaction in mother tongue, Finnish for sign language users Compulsory targeted learning outcomes, 4 competence points
Students know how to
• communicate in different interactive situations in Finnish
• obtain and interpret information to base their communication on
• express concepts, ideas, feelings, facts and opinions in Finnish.

Assessment
Targets of assessment

Students communicate in different interactive situations in Finnish.

Students
Satisfactory S1
• act appropriately in each situation in a familiar communication environment
• use professional Finnish and their other language competence when operating in familiar language environments, for instance with people who can hear, but need guidance from time to time
• are aware of the significance of Finnish language proficiency in their field

Satisfactory S2

Good G3
• communicate interactively and appropriately in different situations
• under guidance, use professional Finnish and their other linguistic capabilities in varying language environments, for instance with people who can hear, and participate in interactive situations
• understand the importance of Finnish in their vocational field and in society

Good G4

Excellent E5
• are naturally interactive and convincing in their communication
• communicate actively and constructively in group situations
• use professional Finnish and their other linguistic capabilities and participate actively in different multimodal interactive situations
• assess the importance of Finnish in their vocational field and more extensively in society for both the individual and the world of work.

Students express concepts, ideas, feelings, facts and opinions in Finnish.

Students
Satisfactory S1
• set targets for their communication and are to some extent able to adapt their communication in order to achieve the targets
• use different means of communication and media to communicate
• write key texts in terms of vocational competence and use understandable language but need guidance from time to time
• produce documents following a model and common texts needed in their vocational field
• assess their language proficiency and literacy in the Finnish language based on feedback and explain how they could improve their competence

Satisfactory S2

Good G3
•set objectives for their communication and express themselves in keeping with these objectives
• use different means of communication and media to communicate, assess the appropriateness of different options in their use
• write texts that are essential for their vocational competence following the basic spelling rules of Finnish
• draw up documents appropriately and produce texts that are essential for their vocational field following the textual practices of the field
• assess their expression skills, language use and literacy in Finnish realistically, recognising their strengths and development needs

Good G4

Excellent E5
• set objectives for their expression, communicate in line with these objectives and assess the effectiveness of their communication
• use different means of communication and media to communicate, promoting the achievement of their communication-related objectives
• fluently write clear and understandable standard Finnish, observing the basic spelling rules
• prepare documents appropriately and are also able to apply document models
• assess their expression skills, language use and literacy in Finnish realistically, recognising their strengths and development needs
• improve their skills based on feedback.

Optional targeted learning outcomes, 3 competence points
Students know how to
• improve their communication and interaction competence in Finnish
• interpret different text types and are familiar with literature
• develop their skills in producing professional texts in Finnish
• assess the importance of linguistic and cultural identity and compare the ways to express of different modalities, including signed and spoken or written language.

Assessment
Targets of assessment

Students improve their communication and interaction competence in Finnish.

Students
Satisfactory S1
• express their opinions and justify them convincingly in familiar communication situations as appropriate for the situation
• work cooperatively in work duties, using aids if necessary

Satisfactory S2

Good G3
• when communicating, find it easy to make contact with the audience, and structure their contributions so that they are easy to follow
• work cooperatively as team members and pass on messages

Good G4
Excellent E5
• maintain interaction, illustrate their presentation and put it together logically
• communicate professionally and responsibly in a multimodal communication environment (with both the deaf and people who can hear).

Students interpret different text types and are familiar with literature.

Students
Satisfactory S1
• use different text types following a model and know some of the requirements of the environments in which the texts are used
• familiarise themselves with different literary genres and get experiences of reading

Satisfactory S2

Good G3
• correctly comply with the requirements relevant to a text type in the environments in which the texts are used
• evaluate the books they read

Good G4

Excellent E5
• comply with the basic norms of language use and explain written texts in sign language
• get versatile reading experiences and evaluate the significance of literature.

Students develop their skills in producing professional texts in Finnish.

Students
Satisfactory S1
• produce professional texts and use the appropriate language

Satisfactory S2

Good G3
• produce professional texts and take working life requirements into account in them

Good G4

Excellent E5
• produce fluent and understandable professional texts and develop their skills based on feedback.

Students assess the importance of linguistic and cultural identity and compare the ways to express of different modalities, including signed and spoken or written language.

Students
Satisfactory S1
• understand the features and properties of different modalities of language
• evaluate the significance of written language for sign language users from the perspective of working in a vocational field

Satisfactory S2

Good G3
• critically examine different ways to express in communication and language use
• evaluate the position of written language in proportion to sign language in society and working life

Good G4

Excellent E5
• compare and make observations on the typical structures of different languages and modalities
• compare the importance and position in society of multiliteracy and multimodality both in the world of work and from an individual’s perspective.

Communication and interaction in mother tongue, Finnish as a second language Compulsory targeted learning outcomes, 4 competence points
Students know how to
• act appropriately in different interactive situations
• interpret different texts and obtain and evaluate information from different sources
• produce different texts and express feelings, thoughts, opinions and concepts.

Assessment
Targets of assessment

Students act appropriately in different interactive situations.

Students
Satisfactory S1
• to some extent understand communication in situations involving speech in their vocational field
• strive to communicate appropriately as indicated by an interactive situation
• strive to express their opinions
• strive to use standard language when presenting a phenomenon or a matter related to their vocational field
• recognise the importance of language and interaction competence in their vocational field and in the world of work
• evaluate their interaction competence based on feedback received by them

Satisfactory S2

Good G3
• understand communication related to situations involving speech typical of their vocational field
• communicate rather fluently in ordinary interactive situations
• express their opinions appropriately
• use standard language and, to some extent, concepts and text types of their field when presenting phenomena or matters related to their vocational field
• understand the importance of language and interaction competence in their vocational field and in society
• evaluate their interaction competence realistically, recognising their strengths and development needs

Good G4

Excellent E5
• understand versatile types of communication related to situations involving speech in their field
• communicate rather fluently in different interactive situations
• express their views and arguments and strive to justify them
• use standard language and concepts and text types of their field when presenting phenomena or matters related to their vocational field
• by their actions, show that they understand the importance of language and interaction competence in their field and in society for both the individual and the world of work
• develop their interaction competence based on feedback and self-assessment.

Students interpret different texts and obtain and evaluate information from different sources.

Students
Satisfactory S1
• identify the most common text types and media used in their field and in the world of work, mainly independently
• find information in sources relevant to their field and evaluate the reliability of these sources, mainly independently
• take some notes and strive to sum up core ideas based on what they hear, read and see
• use their multiliteracy, mainly independently
• understand the gist of key texts for their vocational competence
• use the information they have acquired for interpreting texts mainly independently
• observe copyrights mainly independently
• assess their competence in interpreting texts based on the feedback received

Satisfactory S2

Good G3
• identify key text types and media used in their field and in the world of work
• find information in diverse sources relevant to their field and evaluate the reliability of these sources
• take notes and sum up the core contents based on what they hear, read and see
• use their multiliteracy
• understand the gist and purpose of key texts for their vocational competence
• use the information they have acquired for interpreting texts
• observe copyrights appropriately
• assess their competence in interpreting texts realistically, recognising their strengths and development needs

Good G4

Excellent E5
• identify text types and media used in their vocational field and in the world of work and evaluate their use
• find information in versatile and relevant sources and expertly evaluate the reliability of the sources
• take notes independently and sum up the core contents based on what they hear, read and see
• use their multiliteracy diversely
• interpret the meanings and purposes of texts and evaluate the reliability of information
• diversely use the information they have acquired for interpreting texts
• observe copyrights and cite appropriately the sources they use
• develop their competence in the interpretation of texts on the basis of feedback and self-assessment.

Optional targeted learning outcomes, 3 competence points

Students know how to
• develop their communication and interaction competence
• improve the language proficiency needed in their field
• interpret and produce different texts
• are familiar with forms and meanings of language and literature.

Assessment
Targets of assessment

Students know how to develop their communication and interaction competence.

Students
Satisfactory S1
• express their opinions appropriately and strive to justify them
• strive to take other people’s opinions into consideration in their communication
• observe the meanings of non-verbal communication and its impacts on how the message is received
• assess their communication and interaction competence on the basis of the feedback received

Satisfactory S2

Good G3
• communicate appropriately and adaptively in different interactive situations
• take the recipient and the situation into consideration in their communication
• take the impacts of non-verbal communication into account in their own expression
• assess their communication and interaction competence realistically by recognising their strengths and development needs

Good G4

Excellent E5
• communicate logically and illustratively in different interactive situations
• take other people into consideration when communicating, also in situations that involve conflicts and problems
• know how to apply the rules of non-verbal communication in their interaction and compare cultural meanings
• strive to develop their communication and interaction competence on the basis of feedback and self-assessment.

Students interpret and produce different texts.

Students
Satisfactory S1
• familiarise themselves with different text types
• know some of the requirements of using text types as indicated by the situation
• with guidance, produce and interpret texts alone and together with others
• with guidance, give and receive constructive feedback on the produced texts
• assess their competence in interpreting and producing texts on the basis of the feedback received

Satisfactory S2

Good G3
• familiarise themselves with different text types and analyse the expressions in different text types
• produce and interpret texts alone and together with others
• edit texts they have produced on the basis of feedback
• give and receive feedback on the produced text
• assess their competence in interpreting and producing texts realistically by recognising their strengths and development needs

Good G4

Excellent E5
• familiarise themselves with different text types and analyse their methods of expression diversely
• produce and interpret diverse texts alone and together with others
• give constructive feedback on texts that have been produced and receive feedback
• edit texts they have produced and develop their writing skills based on the feedback received
• develop their competence in interpreting and producing texts on the basis of feedback and self-assessment.

Students are familiar with forms and meanings of language and literature.

Students
Satisfactory S1
• recognise the diversity of languages, cultures and identities in interaction
• recognise key structures, registers and styles of the language
• familiarise themselves with different genres of literature
• make observations on their reading

Satisfactory S2

Good G3
• are aware of the importance of linguistic and cultural diversity and the diversity of identities in their interaction
• diversely recognise structures, registers and styles of the language
• read different genres of literature
• assess their reading

Good G4

Excellent E5
• apply their competence related to the diversity of languages, cultures and identities in interaction
• diversely recognise structures, registers and styles of the language and understand the impact of linguistic choices on texts
• read different genres of literature and analyse what they have read
• assess and develop their reading.

Communication and interaction in mother tongue, the Roma language Compulsory targeted learning outcomes, 4 competence points
Students know how to
• act appropriately in different interactive situations in the Roma language
• interpret different texts and obtain and evaluate information from different sources
• produce different texts and express feelings, thoughts, opinions and concepts in Roma language.

Assessment
Targets of assessment

Students act appropriately in different interactive situations in the Roma language.

Students
Satisfactory S1
• communicate in a manner that is appropriate for the interactive situation
• express their views appropriately in cooperation and group situations
• use standard language that is appropriate for the situation when presenting a phenomenon or a matter related to their vocational field
• understand the importance of language and interaction competence in their vocational field and in the world of work
• evaluate their interaction competence based on feedback received by them

Satisfactory S2

Good G3
• communicate fluently in different interactive situations
• steer the discussion forwards in cooperation and group situations in a goal-oriented manner
• justify their opinions and statements
• use standard language as indicated by the situation and the concepts and text types of their vocational field naturally when presenting phenomena or matters related to their vocational field
• through their actions, demonstrate an understanding of the importance of language and interaction competence in their vocational field and in the world of work
• evaluate their interaction competence realistically, recognising their strengths and development needs

Good G4

Excellent E5
• communicate convincingly also in demanding interactive situations
• act constructively and promote the interaction of the team in cooperation and teamwork situations through their actions
• justify their opinions and statements diversely and in a manner that is appropriate for the situation
• use standard language as indicated by the situation and the concepts and text types of their vocational field naturally and appropriately when presenting phenomena related to their vocational field and gear their message to the target group
• through their actions, demonstrate an understanding of the importance of language and interactive competence in their vocational field, in the world of work and in society
• develop their interaction competence based on feedback and self-assessment.

Students interpret different texts and obtain and evaluate information from different sources.

Students
Satisfactory S1
• recognise text types and media used in their vocational field and in the world of work
• conclude the meanings of texts mainly independently
• seek information in the main information sources in their vocational field and use their multiliteracy in simple tasks for seeking information
• take some notes and sum up a few core ideas based on what they hear, read and see
• assess the reliability of information sources and information mainly independently
• use the information they have obtained
• observe copyrights mainly independently
• assess their competence in interpreting texts based on the feedback received

Satisfactory S2

Good G3
• recognise diverse text types and media used in their vocational field and in the world of work
• interpret the main objectives and essential meanings of different texts
• seek information in diverse sources in their vocational field, using their multiliteracy
• take notes and sum up the core contents based on what they hear, read and see
• evaluate the reliability of information sources and information
• use the information they have obtained systematically and effortlessly
• observe copyrights appropriately
• assess their competence in interpreting texts realistically, recognising their strengths and development needs

Good G4

Excellent E5
•know the diverse text types and media used in their vocational field and in the world of work and evaluate their use
• interpret the objectives of different texts diversely and evaluate the content and expression of the texts
• seek information in diverse and relevant information sources effortlessly, using their multiliteracy
• take notes independently and sum up the core contents based on what they hear, read and see
• assess with expertise the reliability of information sources and information
• diversely and effortlessly use the information they have obtained
• observe copyrights and cite appropriately the sources they use
• develop their competence in the interpretation of texts on the basis of feedback and self-assessment.

Optional targeted learning outcomes, 3 competence points
Students know how to
• develop their communication and interaction competence in the Roma language
• develop their public speaking and teamwork skills
• interpret and produce different texts in the Roma language
• are familiar with forms and meanings of language and literature.

Assessment
Targets of assessment

Students develop their communication and interaction competence in the Roma language.

Students
Satisfactory S1
• express their opinions appropriately and provide convincing arguments for them
• take the views of others into account in interaction
• demonstrate an understanding of the importance of non-verbal communication and its impacts on how the message is received
• assess their communication and interaction competence on the basis of the feedback received

Satisfactory S2

Good G3
• behave politely and adaptively in interactive situations in different environments
• take the requirements of the recipient, the situation and their vocational field into account in their communication
• take the impacts of non-verbal communication into account in their own expression
• assess their communication and interaction competence realistically by recognising their strengths and development needs

Good G4

Excellent E5
•maintain interaction while they are speaking, illustrate their speech and put it together logically
• take into account the recipient, situation and the requirements of the vocational field and communicate constructively also in conflicting and problem situations
• apply the rules of non-verbal communication in their interaction and compare cultural meanings
• develop their communication and interaction competence on the basis of feedback and self-assessment.

Students interpret and produce different texts in the Roma language.

Students
Satisfactory S1
• familiarise themselves with different text types
• know some of the requirements of using text types as indicated by the situation
• with guidance, produce and interpret texts on their own and together with others
• with guidance, give and receive constructive feedback on the produced texts
• assess their competence in interpreting and producing texts on the basis of the feedback received

Satisfactory S2

Good G3
• familiarise themselves with different text types and analyse their methods of expression critically
• produce and interpret texts alone and together with others
• edit texts they have produced on the basis of feedback
• give and receive constructive feedback on produced text
• assess their competence in interpreting and producing texts realistically, recognising their strengths and development needs

Good G4

Excellent E5
• familiarise themselves with different text types and analyse their methods of expression critically and from diverse viewpoints
• produce and interpret diverse texts alone and together with others
• give constructive and diverse feedback on texts that have been produced and receive feedback
• edit texts they have produced and develop their writing skills based on the feedback received
• develop their competence in interpreting and producing texts on the basis of feedback and self-assessment.

Communication and interaction in the second national language, Swedish Compulsory targeted learning outcomes, 1 competence points
Students know how to
• use the second national language in their work duties and in interactive situations related to work

Assessment
Targets of assessment

Students use the second national language in their work duties and in interactive situations related to work.

Students
Satisfactory S1
• understand the contents of short written texts and messages related to their work and occupational safety
• shortly describe themselves and familiar things in their work orally and in writing and manage interactive situations related to familiar topics

Satisfactory S2

Good G3
• interpret short work-related texts, including work and occupational safety instructions, and produce short messages using the professional vocabulary of the field
• manage routine spoken communication situations related to daily life if the communication partner speaks slowly and uses clear language

Good G4

Excellent E5
• interpret different types of work-related texts and produce professional messages, instructions or orders
• communicate in the most typical communication situations, both face-to-face and digitally, and ask for more details or clarification if necessary.

Optional targeted learning outcomes, 3 competence points
Students know how to
• use the second national language in interactive situations and work duties related to their field
• manage every-day situations in the second national language
• write short texts related to their work
• utilise different information sources in their language use
• understand the significance of both national languages and cultures in a culturally diverse Finland.

Assessment
Targets of assessment

Students use the second national language in interactive situations and work duties related to their field.

Students
Satisfactory S1
• manage interactive situations in the field by using different aids

Satisfactory S2

Good G3
• use the language fairly naturally in interactive situations of the field

Good G4

Excellent E5
• manage well in interactive situations of the field and communicate politely
• use expressions typical of the language and culture in a discussion.

Students manage every-day situations in the second national language.

Students
Satisfactory S1
• use familiar vocabulary in a discussion and comprehend slow speech

Satisfactory S2

Good G3
• manage every-day situations in the second national language

Good G4

Excellent E5
• communicate appropriately in each situation and take the other party’s reaction into consideration.

Students write short texts related to their work.

Students
Satisfactory S1
• write work-related texts using simple sentences

Satisfactory S2

Good G3
• write about essential topics related to their work duties using the most common expressions typical of the language

Good G4

Excellent E5
• fluently produce texts related to their work duties using key vocabulary.

Students are capable of utilising different information sources for their language use.

Students
Satisfactory S1
• together with others, find information in different sources in the second national language

Satisfactory S2

Good G3
• use texts and publications produced in the second national language

Good G4

Excellent E5
• flexibly use electronic dictionaries and other source material to find out about questions related to their field.

Students understand the significance of both national languages and cultures in a culturally diverse Finland.

Students
Satisfactory S1
• are aware of the significance of the Swedish language and culture in Finland

Satisfactory S2

Good G3
• understand the significance of the Swedish language and culture in Nordic cooperation

Good G4

Excellent E5
• are familiar with the rights and obligations related to the national languages in Finland.

The second native language, Finnish
Compulsory targeted learning outcomes, 2 competence points
Students know how to
• make use of the Finnish language in their communication in an interactive way
• understand different types of texts and can write simple texts in Finnish
• search for information from different Finnish language sources and use them in their communication
• understand the importance of knowing Finnish for work.

Assessment
Targets of assessment

Students use the Finnish language in their communication in an interactive way.

Students
Satisfactory S1
• understand simple instructions and speech at a workplace
• make him/herself understood in their interaction with clients and colleagues
• participate in everyday conversation in a Finnish language working environment

Satisfactory S2

Good G3
• understand clear instructions and conversation in a normal tempo at a workplace
• express her/himself clearly and acts effectively in their interaction with customers and colleagues
• participate in different types of discussions in a Finnish language working environment

Good G4

Excellent E5
• understand different types of instructions and discussions at a workplace, even at a rapid pace.
• express him/herself clearly and acts with flexibility in their interaction with customers and colleagues
• participate actively in different types of discussions in a Finnish language working environment

Students understand different types of texts and can write simple texts in Finnish.

Students
Satisfactory S1
• understand the meaning of different types of texts
• write short texts and create simple documents after a template

Satisfactory S2

Good G3
• understand the meaning and main contents of different types of texts
• write texts and create effective documents

Good G4

Excellent E5
• can understand the meaning of different types of texts
• write and process texts according to response and independently creates effective documents.

Students search for information from different Finnish language sources and use them in their communication.

Students
Satisfactory S1
• search for information from simple sources and use them in their communication.

Satisfactory S2

Good G3
• search for information from different sources and use them in a versatile way in their communication.

Good G4

Excellent E5
• search for information from different sources, even more complicated ones, and use them in a flexible and critical way in their work.

Students understand the importance of knowing Finnish for work.

Students
Satisfactory S1
• understand the importance of knowing Finnish for work and can make him/herself understood in a Finnish language working environment

Satisfactory S2

Good G3
• understand the importance of knowing Finnish for work and function well in a Finnish language working environment

Good G4

Excellent E5
• understand the importance of knowing Finnish for work and participate actively in a Finnish language working environment

Optional targeted learning outcomes, 3 competence points
Students know how to
• discuss and argue in an assured and creative way
• understand and write work-related texts
• be aware of his/her strategies for language learning.

Assessment
Targets of assessment

Students discuss and argue in an assured and creative way.

Students
Satisfactory S1
• express and motivate her/his opinions and also consider other people’s opinions when discussing
• can conduct an oral presentation of a familiar subject in a creative way

Satisfactory S2

Good G3
• express and motivate his/her opinions in a convincing way and also consider differing opinions when discussing
• can present a subject orally in an understandable and creative way

Good G4

Excellent E5
• express and analyse his/her opinions in a self-critical way and communicate constructively when discussing
• can present even more demanding subjects orally in a logical and creative way.

Students are aware of his/her strategies for language learning.

Students
Satisfactory S1
• are aware of his/her personal learning strategy

Satisfactory S2

Good G3
• are aware of the weak and strong points of his/her learning strategy

Good G4

Excellent E5
• experiment with new learning strategies and learning styles.

Communication and interaction in a foreign language Compulsory targeted learning outcomes, 3 competence points
Students know how to
• use a foreign language in different interactive situations
• look for information in different foreign-language sources
• operate in a multilingual and multicultural environment.

Assessment
Targets of assessment

Students use a foreign language in different interactive situations.

Students
Satisfactory S1
• usually manage interactive situations using the language and understand simple, slow speech
• describe themselves and their tasks by answering questions asked in predictable and familiar work situations
• produce short messages and texts required in interaction
• interpret common vocabulary, messages and instructions related to their activities correctly
• strive to assess and develop their proficiency in the language

Satisfactory S2

Good G3
• usually manage interactive situations by using the language and understand ordinary speech at a normal tempo
• describe themselves and their tasks understandably and participate in the discussion if their communication partner speaks clearly
• produce messages and texts needed in interaction
• interpret correctly and comply with texts and instructions concerning their activity and its targets and pose further questions
• assess and develop their language proficiency

Good G4

Excellent E5
• act naturally in interactive situations using the language and understand ordinary speech at a normal tempo
• in familiar situations, describe their activities and the related norms and customs as well as ask questions to obtain further instructions related to their activities
• fluently produce ordinary messages and texts and fill in different documents
• interpret texts, instructions and feedback concerning their activity and its targets
• assess and develop their proficiency in the language diversely and on their own initiative.

Students operate in a multilingual and multicultural environment.

Students
Satisfactory S1
• are aware of the importance of the language they study and the culture it represents
• strive to encounter people on an equal basis and with a positive attitude

Satisfactory S2

Good G3
• act in a multilingual and multicultural environment using the target language
• encounter people on an equal basis and with a positive attitude

Good G4

Excellent E5
• flexibly apply their knowledge and skills in a foreign language and culture
• encounter people on an equal basis in an exemplary manner and with a positive attitude.

Optional targeted learning outcomes, 3 competence points
Students know how to
• communicate in a foreign language in different situations in the world of work
• operate as an active citizen in foreign-language contexts.

Assessment
Targets of assessment

Students communicate in a foreign language in different situations in the world of work.

Students
Satisfactory S1
• describe themselves and their work tasks as well as respond when asked simple questions
• manage general language interactive situations in which the most common topics related to work tasks are also discussed
• express themselves in a manner required by the situation, but need guidance from time to time

Satisfactory S2

Good G3
• describe themselves and the work tasks in the vocational field understandably, participate in a discussion and ask for further instructions related to their work
• manage many types of work-related interactive situations
• express themselves in a manner required by the situation

Good G4

Excellent E5
• describe their workplace, their work and the norms and customs related to it using fairly extensive vocabulary and also find out about similar topics in other countries
• naturally manage work-related interactive situations, also when more demanding topics are discussed
• express themselves in a manner required by the situation.

Operating in a digital environment
Compulsory targeted learning outcomes, 2 competence points
Students know how to
• use the most common ICT devices and make choices related to them
• use digital services and applications.

Assessment
Targets of assessment

Students use ICT devices and make choices related to them.

Students
Satisfactory S1
• choose appropriate devices according to the purpose of use with some guidance
• use the most common ICT devices at the level of a citizen’s digital competence, with some guidance

Satisfactory S2

Good G3
• choose appropriate devices according to the purpose of use
• use the most common ICT devices at the level of a citizen’s digital competence

Good G4

Excellent E5
• choose appropriate devices according to different purposes of use
• use the most common ICT devices at the level of a citizen’s digital competence effortlessly and diversely.

Students use digital services and applications.

Students
Satisfactory S1
• obtain information on appropriate digital services and applications with some guidance
• use digital services and applications in their work tasks with some guidance
• with some guidance, use and share digital content, observing copyrights
• comply with instructions related to data security and data protection
• understand the principles of creating their online identity and protecting it

Satisfactory S2

Good G3
• obtain information on appropriate digital services and applications
• use digital services and applications in their work tasks
• use and share digital content in compliance with copyrights
• comply with instructions related to data security and data protection
• understand the principles of creating their online identity and protecting it

Good G4

Excellent E5
• systematically obtain information about digital services and applications
• use digital services and applications effortlessly and diversely in their work tasks
• use and share diverse digital content in compliance with copyrights
• systematically follow instructions related to data security and data protection
• understand the principles of creating their online identity and protecting it.

Optional targeted learning outcomes, 3 competence points
Students know how to
• use different digital environments and applications in their work tasks
• produce and share digital material in networks related to their vocational field.

Assessment
Targets of assessment

Students use different digital environments and applications in their work tasks.

Students
Satisfactory S1
• operate in digital environments and networks with some guidance
• use applications in professional networks, requiring guidance from time to time

Satisfactory S2

Good G3
• operate in digital environments and networks
• use applications when operating in professional networks

Good G4

Excellent E5
• operate in digital environments and networks
• use applications diversely when operating in professional networks.

Students produce and share digital material in networks related to their vocational field.

Students
Satisfactory S1
• produce digital material in professional networks with some guidance
• share material within the team and comply with instructions concerning copyrights

Satisfactory S2

Good G3
• produce digital material in professional networks
• share material and comply with instructions on copyrights
Good G4

Excellent E5
• produce diverse digital material in professional networks
• share material and comply with instructions on copyrights systematically.

Art and creative expression
Compulsory learning outcomes, 1 competence point
Students know how to
• recognise the importance of cultures and art for wellbeing
• express themselves by means of art and creative expression
• express themselves creatively in writing and make use of fictional texts.

Assessment
Targets of assessment

Students recognise the role cultures and art play in wellbeing.

Students
Satisfactory
S1
• recognise forms of culture and art in their work
• with guidance, recognise examples of local, national and
European art and culture
• observe the effects of art and culture on wellbeing

Satisfactory S2

Good G3
• use different forms of culture and art in their work
• recognise examples of local, national and
European art and culture
• recognise the effects of art and culture on wellbeing

Good G4

Excellent E5
• use a wide range of forms of culture and art
diversely in their work
• recognise diverse examples of local, national
and European art and culture
• recognise diverse effects of art and culture
on wellbeing.

Students express themselves by means of art and creative expression.

Students
Satisfactory S1
• develop their creative expression with some guidance
• express themselves by means of art and creative expression independently or in cooperation with others with some guidance

Satisfactory S2

Good G3
• develop their creative expression
• express themselves by means of art and creative expression independently or in cooperation with others

Good G4

Excellent E5
• develop their creative expression in a goal-oriented manner
• express themselves diversely by means of art and creative expression independently or in cooperation with others.

Students express themselves creatively in writing and make use of fictional texts.

Students
Satisfactory S1
• try creative writing
• take advantage of fictional texts when writing
• recognise examples from literature to support their work

Satisfactory S2

Good G3
• try different ways of creative writing
• take advantage of different fictional texts when writing
• use literature to support their work

Good G4

Excellent E5
• try diverse ways of creative writing
• take advantage of diverse fictional texts when writing
• use diverse literature to support their work.

Optional targeted learning outcomes, 3 competence points
Students know how to
• observe and gather information on the cultural environment and its phenomena
• plan and experiment with the realisation of a piece of work, product or service by means of creative expression.

Assessment
Targets of assessment

Students observe and gather information about the cultural environment and its phenomena.

Students
Satisfactory S1
• observe their cultural environment together with others
• gather information about the phenomena in their cultural environment to support their work

Satisfactory S2

Good G3
• observe their cultural environment
• gather information about the phenomena in their cultural environment from their chosen point of view to support their work

Good G4

Excellent E5
• observe their cultural environment diversely
• gather information about the phenomena in their cultural environment from their chosen points of view to support their work.

Students design a piece of work, product or service and experiment with realising it using methods of creative expression.

Students
Satisfactory S1
• design a small-scale piece of work, product or service using the methods of creative expression
• experiment with realising a piece of work, product or service by means of creative expression

Satisfactory S2

Good G3
• design a piece of work, product or service using the methods of creative expression
• experiment with realising a piece of work, product or service by means of creative expression

Good G4

Excellent E5
• design a piece of work, product or service using diverse methods of creative expression
• experiment with realising a piece of work, product or service diversely by means of creative expression.

2.10 Skills in mathematics and natural sciences, 6 competence points

Mathematics and application of mathematics Compulsory targeted learning outcomes, 4 competence points
Students know how to
• perform calculations and unit conversions and apply business mathematics to the extent required in their vocational field and in everyday life
• make observations and draw conclusions about the geometrical properties of figures and bodies
• use logical reasoning, equations and the necessary technical aids to solve mathematical problems
•assess the accuracy and scale of the results and the method used to solve the problem.
• assess their mathematical skills relevant to the vocational field.

Assessment
Targets of assessment

Students perform calculations and unit conversions and apply business mathematics to the extent required in their vocational field and in everyday life.

Students
Satisfactory S1
• perform calculations related to their vocational field and everyday life, such as basic arithmetic operations and percentage functions
• perform unit conversions
• with instructions, perform simple business mathematics calculations related to everyday life and work
• observe interdependencies and proportionalities between quantities

Satisfactory S2

Good G3
• effortlessly perform calculations related to their vocational field and everyday life, such as basic arithmetic operations and percentage functions
• independently perform unit conversions
• perform simple business mathematics calculations related to everyday life and work
• observe and identify interdependencies and proportionalities between quantities

Good G4

Excellent E5
• apply the necessary arithmetic operations related to their vocational field and everyday life, such as basic arithmetic operations and percentage functions, and assess the level of accuracy of the results
• perform unit conversions independently and adeptly
• perform business mathematics calculations related to everyday life and work and make justified conclusions based on comparisons
• understand the interdependency and proportionality between quantities.

Students use logical reasoning, equations and the necessary technical aids to solve mathematical problems.

Students
Satisfactory S1
• solve key mathematical problems related to their vocational field by using basic arithmetic operations
• use simple mathematical equations to solve simple mathematical problems, requiring guidance from time to time
• use a calculator and other technical aids, such as mathematical software, to solve basic mathematical problems related to work
• use tables and diagrams following instructions to solve tasks related to work
• handle statistical data sets and interpret key figures, requiring guidance from time to time

Satisfactory S2

Good G3
• solve problems related to their vocational field using mathematical methods
• use simple mathematical equations to solve simple mathematical problems
• effortlessly use a calculator and other aids, such as mathematical software, to solve problems related to their occupational field
• use tables and diagrams to solve tasks related to work
• independently handle statistical material and interpret key figures

Good G4

Excellent E5
• apply mathematical methods to defining and solving problems related to their vocational field and assess the reliability and level of accuracy of the results
• use mathematical equations to solve mathematical problems
• make versatile and efficient use of the properties of a calculator and other aids, such as mathematical software, to solve problems related to their vocational field
• use tables, diagrams and other statistically produced data to solve mathematical problems related to work
• handle statistical data sets and interpret key figures independently and effortlessly.

Students evaluate their mathematical competence related to their vocational field.

Students
Satisfactory S1
• identify and justify their mathematical strengths and development needs that are important in terms of their vocational field

Satisfactory S2

Good G3
• systematically identify and justify their mathematical strengths and development needs that are important in terms of their vocational field

Good G4

Excellent E5
• systematically identify and justify their mathematical strengths and development needs that are important in terms of their vocational field and propose ways to improve mathematical skills.

Optional targeted learning outcomes, 3 competence points

Students know how to
• solve mathematical problems related to their vocational field by reasoning and with the help of equations and graphs
• obtain, group and interpret mathematical information
• produce statistical data, interpret graphic presentations and calculate probabilities
• assess the accuracy of mathematical solutions and the scale of the result
• apply business mathematics in everyday life and at work as necessary
• assess their mathematical competence.

Assessment
Targets of assessment

Students solve mathematical problems related to their vocational field by reasoning and with the help of equations and graphs.

Students
Satisfactory S1
• solve mathematical problems related to their vocational field by reasoning, requiring guidance from time to time
• use simple mathematical equations to solve mathematical problems related to their vocational field
• use tables and diagrams in sector-specific tasks according to instructions

Satisfactory S2

Good G3
• solve mathematical problems related to their vocational field by reasoning
• solve common problems in everyday life and in the world of work mathematically
• use tables and diagrams in sector-specific tasks

Good G4

Excellent E5
• solve mathematical problems related to their vocational field independently and systematically by reasoning
• model and solve problems related to everyday life and their vocational field mathematically
• use equations, tables and diagrams in tasks specific to their vocational field, evaluating their feasibility

Students obtain, group and interpret mathematical information.

Students
Satisfactory S1
• recognise mathematical information that is central to their vocational field
• collect and group graphic information and table data from different sources

Satisfactory S2

Good G3
• identify and compare mathematical information related to their vocational field as necessary, using statistics, tables and graphic presentations as sources
• collect, group and analyse graphic information and table data from different sources

Good G4

Excellent E5
• identify and evaluate mathematical information related to their vocational field and make conclusions based on it
• collect and apply versatile information, using statistics, tables and graphic presentations as sources, and group information for different needs based on them.

Students assess the accuracy of mathematical solutions and the scale of the result.

Students
Satisfactory S1
• verify the accuracy of simple mathematical solutions and have an idea of the scale of the result

Satisfactory S2

Good G3
• verify the accuracy of mathematical solutions and infer the scale of the results

Good G4

Excellent E5
• verify the accuracy of multi-stage mathematical solutions and infer the scale of the result.

Students apply business mathematics in everyday life and at work as necessary.

Students
Satisfactory S1
• draw up simple cost and profitability comparisons

Satisfactory S2

Good G3
• draw up cost and profitability comparisons and make conclusions based on the comparisons

Good G4

Excellent E5
• draw up multi-stage cost and profitability comparisons and make justified conclusions based on the comparisons.

Students assess their mathematical skills.

Students
Satisfactory S1
• identify and justify their strengths and development needs in their mathematical skills

Satisfactory S2

Good G3
• systematically identify and evaluate their strengths and development needs in their mathematical skills and justify them

Good G4

Excellent E5
• systematically identify and assess their mathematical skills with justifications and propose ways of improving them.

Physical and chemical phenomena and their application
Compulsory targeted learning outcomes, 2 competence points
Students know how to
• recognise key concepts in physics and apply them in everyday life and at work
• take into account chemical substances and their properties in their work
• assess their skills in physics and chemistry in their vocational field.

Assessment
Targets of assessment

Students recognise key concepts in physics and apply them in everyday life and at work.

Students
Satisfactory S1
• describe common physical phenomena using the key concepts
• see the connections between the ordinary properties and quantities related to physical phenomena, but require guidance from time to time
• with guidance, use their physics competence in their work

Satisfactory S2

Good G3
• describe and explain physical phenomena using key concepts
• see the connections between ordinary properties and quantities related to physical phenomena
• use their physics competence diversely in their work

Good G4

Excellent E5
• describe and explain physical phenomena using key concepts
• see the connections between the properties and quantities related to physical phenomena
• apply their physics competence diversely in their work.

Students assess physics and chemistry competence.

Students
Satisfactory S1
• recognise and justify their strengths in physics and chemistry and development needs that are important in their vocational field

Satisfactory S2

Good G3
• systematically recognise and justify their strengths in physics and chemistry and development needs that are important in their vocational field

Good G4

Excellent E5
• recognise and justify their strengths in physics and chemistry and development needs that are important in their vocational field and propose ways of improving their competence.

Optional targeted learning outcomes, 3 competence points
Students know how to
• describe and explain phenomena in their vocational field with the help of the concepts and laws of physics
• perform experimental measurements and observations on physical and chemical phenomena related to their vocational field
• handle results of experimental measurements and analyse observations on the physical and chemical phenomena in their vocational field
• assess their physics and chemistry competence.

Assessment
Targets of assessment

Students describe and explain phenomena in their vocational field with the help of concepts and laws of physics.

Students
Satisfactory S1
• describe and explain concepts and laws related to thermophysics, mechanics, waves and electricity in their work, requiring guidance from time to time

Satisfactory S2

Good G3
• describe and explain concepts and laws related to thermophysics, mechanics, waves and electricity systematically in their work

Good G4

Excellent E5
• describe and explain concepts and laws related to thermophysics, mechanics, waves and electricity independently in their work.

Students conduct experimental measurements and make observations on physical and chemical phenomena related to their vocational field.

Students
Satisfactory S1
• calculate concentrations and quantities of substances, requiring guidance from time to time
• obtain information from chemical safety data sheets, requiring guidance from time to time
• conduct measurements and make experimental observations using methods and equipment that are suitable for the vocational field but require guidance from time to time

Satisfactory S2

Good G3
• calculate concentrations and quantities of substances
• obtain information from chemical safety data sheets related to everyday life and their vocational field
• independently conduct measurements and make experimental observations using methods and equipment suitable for the vocational field

Good G4

Excellent E5
• independently calculate concentrations and quantities of substances
• obtain information from chemical safety data sheets using diverse sources of information
• independently plan and conduct measurements and make experimental observations using methods and equipment suitable for the vocational field

Students assess their physics and chemistry competence.

Students
Satisfactory S1
• recognise and justify their strengths in physics and mathematics and the areas requiring improvement

Satisfactory S2

Good G3
•systematically recognise and evaluate their strengths in physics and chemistry and the areas requiring improvement, justifying them
Good G4

Excellent E5
• systematically recognise and evaluate their skills in physics and chemistry, justifying them, and propose ways of improving competence.

2.11 Citizenship and working life competence, 9 competence points

Operating as a member of society and a citizen Compulsory targeted learning outcomes, 2 competence points
Students know how to
• operate as part of Finnish society
• act as a user of society’s services and as a consumer
• plan and manage their personal finances and evaluate the associated risks.

Assessment
Targets of assessment

Students operate as part of Finnish society.

Students
Satisfactory S1
• follow the principles of equity and equality
• know the fundamental rights and responsibilities of the citizen
• find out about some ways of civic participation and operate as active citizens

Satisfactory S2

Good G3
• follow the principles of equity and equality
• know the fundamental rights and responsibilities of the citizen
• know different ways of civic participation and operate as active citizens

Good G4

Excellent E5
• act in compliance with and promote the principles of equity and equality
• know the fundamental rights and responsibilities of the citizen well
• know diverse ways of civic participation and operate as active citizens.

Students act as users and consumers of society’s services.

Students
Satisfactory S1
• use the society’s services they need
• act responsibly, being aware of their rights and obligations as consumers
• acquire information on consumer matters they need with some guidance

Satisfactory S2

Good G3
• use the society’s services they need appropriately
• act responsibly, being aware of their rights and obligations as consumers
• acquire the information they need on consumer matters

Good G4

Excellent E5
• act as informed users of society’s services
• act responsibly, being well aware of their rights and obligations as consumers
• actively acquire the information on consumer matters they need.

Students plan their finances and assess the associated risks.

Students
Satisfactory S1
• recognise central factors affecting society and their personal financial situation
• monitor their income and expenses
• plan their purchases and compare different financing options
• set personal financial goals
• anticipate their financial position in different life situations

Satisfactory S2

Good G3
• asses the central factors affecting their personal financial situation
• monitor their income and expenses systematically
• plan their purchases and compare different financing options
• set personal financial goals and monitor their accomplishment
• anticipate their financial position in different life situations, recognising the risk factors in different situations

Good G4

Excellent E5
• assess and anticipate factors that affect their personal financial situation
• monitor their income and expenses in a goal-oriented and systematic manner
• plan purchases and compare different financing options systematically and from diverse points of view
• set personal financial goals, monitor their accomplishment and, when necessary, set more specific goals
• anticipate their financial position in different life situations, act systematically to achieve the goals and take into account risk factors in different situations.

Optional targeted learning outcomes, 3 competence points
Students know how to
• engage in civic participation
• estimate the importance of their vocational field in society
• interpret the basic concepts of national economy and recognise its main actors.

Assessment
Targets of assessment

Students engage in civic participation.

Students
Satisfactory S1
• seek information about some ways of civic participation and follow decision-making in society
• participate in civic activities

Satisfactory S2

Good G3
• seek information on the opportunities to engage in civic participation and follow decision-making in society
• participate in activities aimed at civic engagement

Good G4

Excellent E5
• seek diverse information on the opportunities for civic participation and follow decision-making in society
• participate in activities aimed at civic engagement in a goal-oriented manner.

Students assess the importance of their vocational field in society.

Students
Satisfactory S1
• follow societal discussion in the vocational field
• estimate the importance of their vocational field in society with some guidance

Satisfactory S2

Good G3
• follow and evaluate societal discussion in the vocational field
• estimate the importance of their vocational field in society and its future prospects

Good G4

Excellent E5
• follow and evaluate societal discussion in their vocational field, participating in it in some way
• estimate and follow the importance of their vocational field in society and its future prospects diversely.

Students interpret the basic concepts of national economy and recognise its main actors.

Students
Satisfactory S1
• follow the news coverage related to the economy
• find out how the societal and economic situation is reflected in jobs and employment in their vocational field
• give examples of basic concepts of national economy and its key actors

Satisfactory S2

Good G3
• follow the news coverage related to the economy and understand the importance of the economy in society
• understand how the societal and economic situation is reflected in jobs, employment and the future in their vocational field
• know the basic concepts of national economy and recognise its main actors

Good G4

Excellent E5
• actively follow the news coverage related to the economy and understand the importance of the economy in society
• understand how the societal and economic situation is reflected in jobs and employment in their vocational field and reflect on the theme from diverse points of view
• know the basic concepts of national economy and its key actors and evaluate their significance for the national economy.

Operating in the world of work
Compulsory targeted learning outcomes, 2 competence points Students know how to
• analyse the labour market situation and the competence needs in their vocational field
• conclude an employment contract with the employer
• act as part of the work community.

Assessment
Targets of assessment

Students analyse the labour market situation and the competence needs in their vocational field.

Students
Satisfactory S1
• analyse the labour market situation in their vocational field with some guidance
• know some of the main principles of the labour market system
• can give examples of professional networks in their vocational field
• recognise competences required in tasks in their vocational field with some guidance

Satisfactory S2

Good G3
• analyse the labour market situation in their vocational field
• know the main principles of the labour market system
• know the most important professional networks of their vocational field
• recognise competences required in different tasks in their vocational field

Good G4

Excellent E5
• analyse the labour market situation in the vocational field from diverse points of view
• know and understand the main principles of the labour market system
• know the professional networks of their vocational field and participate in their activities
• diversely recognise competences required in different tasks.

Students know how to conclude an employment contract with the employer.

Students
Satisfactory S1
• familiarise themselves with the terms of employment and the main labour legislation with some guidance
• check the content of the employment contract in cooperation with an expert

Satisfactory S2

Good G3
• familiarise themselves with the terms of employment and key labour legislation in their vocational field
• check the content of the employment contract, with the help of an expert if necessary

Good G4

Excellent E5
• familiarise themselves comprehensively with the terms of employment and key labour legislation in their vocational field
• check the content of the employment contract independently and discuss the terms of employment with the employer.

Students act as part of the work community.

Students
Satisfactory S1
• comply with the set working hours and agreed practices
• comply with instructions related to appearance and dress code in their work with some guidance
• wear appropriate protective clothing in their work and comply with occupational safety instructions
• work as part of a diverse and multicultural work community

Satisfactory S2

Good G3
• comply with the set working hours and agreed practices and act flexibly in different situations
• comply with instructions related to appearance and dress code in their work
• wear appropriate protective clothing in their work and comply with occupational safety instructions
• work naturally as part of a diverse and multicultural work community

Good G4

Excellent E5
• comply with the set working hours and agreed practices and act flexibly in different and changing situations
• comply with instructions related to appearance and dress code, also taking into account special situations
• wear and take care of the appropriate protective clothing at work and comply with occupational safety instructions
• work confidently as part of a diverse and multicultural work community, promoting the wellbeing of the community.

Optional targeted learning outcomes, 3 competence points
Students know how to
• act as members of their work communities
• act in different interactive and group situations in the world of work
• find out about tasks in their vocational field in the national and international labour market.

Assessment
Targets of assessment

Students act as members of their work communities.

Students
Satisfactory S1
• recognise their role as a member of the work community with some guidance
• as a rule, work in accordance with the operating culture of the workplace
• comply with the agreed practices and identify development needs in their own practices

Satisfactory S2

Good G3
• recognise their role as members of the work community
• work in accordance with the operating culture of the workplace
• comply with the agreed practices and improve their own practices

Good G4

Excellent E5
• recognise their role and the role of others as members of the work community
• work in accordance with the operating culture of the workplace, evaluating it and proposing development ideas
• comply with the agreed practices and actively improve their own practices.

Students work in different interactive and group situations in the world of work.

Students
Satisfactory S1
• work in different interactive situations in the world of work
• improve their interactive skills according to the feedback received and with some guidance
• act in accordance with their work task and the operating culture of the workplace in group situations
• use appropriate psychological knowledge to promote their own and the work community’s wellbeing with some guidance

Satisfactory S2

Good G3
• work constructively in different interactive situations in the world of work
• improve their interaction competence according to the feedback received
• work in different group situations as indicated by their work task and the operating culture of the workplace
• use appropriate psychological knowledge to promote their own and the work community’s wellbeing

Good G4

Excellent E5
• work constructively and flexibly in different interactive situations in the world of work, taking others into account
• improve their interaction competence actively according to the feedback received
• work confidently in different group situations as indicated by their work task and the operating culture of the workplace
• use appropriate psychological knowledge to promote and improve their own and the work community’s wellbeing.

Students find out about tasks in their vocational field in the national and international labour market.

Students
Satisfactory S1
• seek information about jobs in their vocational field in the national and international labour market with some guidance
• find suitable jobs for themselves in the national and international job market with some guidance

Satisfactory S2

Good G3
• independently seek information about jobs in their vocational field in the national and international labour market
• find suitable jobs for themselves in the national and international labour market

Good G4

Excellent E5
• seek information about jobs in their vocational field in the national and international labour market independently and diversely
• find suitable jobs for themselves in the national and international labour market.

Study and career planning capabilities
Compulsory targeted learning outcomes, 1 competence point
Students know how to
• recognise their interests, opportunities and need for support
• make choices concerning their qualification and career
• while studying for the qualification, obtain information about different further education opportunities and the education offered
• while studying for the qualification, prepare themselves for job hunting and presenting their competence.

Assessment
Targets of assessment

Students recognise their interests, opportunities and need for support.

Students
Satisfactory S1
• identify their strengths, capabilities and development needs
• recognise their interests and opportunities in the vocational field, requiring encouragement
• occasionally monitor the progress of their learning and acquisition of competence
• evaluate their learning and competences

Satisfactory S2

Good G3
• identify and recognise their strengths, capabilities and development needs
• independently recognise their interests and their opportunities in the vocational field
• on their own initiative, monitor the progress of their learning and acquisition of competence, recognising potential needs for support
• regularly evaluate their learning and competence

Good G4

Excellent E5
• diversely identify and independently recognise their strengths, capabilities and development needs
• recognise their interests and realistically assess their opportunities in the vocational field
• take responsibility for their learning and promoting it
• commit themselves to monitoring the progress of their learning and acquisition of competence by documentation and recognise potential needs for support
• assess their learning and competence independently and make the necessary changes.

Students make choices concerning their qualification and career.

Students
Satisfactory S1
• familiarise themselves with suitable career options, using information sources and electronic guidance services
• familiarise themselves with the composition of their qualification, the qualification requirements and options that promote finding employment
• with guidance, monitor the progress of their studies
• recognise and try different learning environments in acquiring competence

Satisfactory S2

Good G3
• identify options that are suitable for them to support their career plan with the help of different information sources and electronic guidance services
• are familiar with the composition of their qualification, the qualification requirements and options that promote finding employment and advance their career plan
• monitor the progress of their studies on their own initiative
• use different learning environments in acquiring competence

Good G4

Excellent E5
• find out about their options diversely and independently based on their career plan, using different information sources and electronic guidance services actively
• are familiar with the composition of their qualification, the qualification requirements and their options, and independently make choices and decisions that promote their career
• monitor the progress of their studies actively and with commitment
• use and choose learning environments that support their vocational development.

Students prepare for job hunting and presenting their competence while studying.

Students
Satisfactory S1
• familiarise themselves with the opportunities, working environments and career choices provided by different jobs
• draw up a presentation of their competence for job hunting and practise presenting their competence
• apply for jobs, but require guidance with the use of application systems and methods from time to time
• update their career plan to find employment

Satisfactory S2

Good G3
• familiarise themselves diversely with the opportunities, working environments and career choices provided by different jobs and explore career options suitable for them
• draw up a presentation of their competence for job hunting and present their competence comprehensively
• apply for jobs and use different application systems and methods effortlessly
• update their career plan on their own initiative to find employment

Good G4

Excellent E5
• based on their plans, systematically find out about the opportunities provided by different jobs, their working environments and realistic career options
• draw up a distinctive and attractive presentation of their competence for job hunting and present their competence comprehensively and in an inspiring manner
• apply for jobs independently and take advantage of different application systems and methods diversely and effortlessly
• update their career plans actively and independently, promoting their chances for finding employment.

Entrepreneurship and entrepreneurial activities
Compulsory targeted learning outcomes, 1 competence point
Students know how to
• promote the company’s objectives in their work
• generate a business idea and assess the possibilities of realising it.

Assessment
Targets of assessment

Students promote the company’s objectives in their work.

Students
Satisfactory S1
• recognise the importance of enterprising in society
• describe the organisation’s business model with some guidance
• work cost-effectively, recognising the importance of their activities as part of the work community

Satisfactory S2

Good G3
• describe the importance of business in society
• describe the organisation’s business model
• act cost-effectively and in a customer-oriented manner in their tasks, recognising the importance of their activities as part of the work community

Good G4

Excellent E5
• describe the importance of business in their vocational field in society and anticipate the future prospects in the field
• describe the organisation’s business model independently
• take initiative in their tasks and work in a cost-effective and customer-oriented manner, recognising the impacts of their work on the organisation’s performance.

Students generate a business idea and assess the possibilities for realising it.

Students
Satisfactory S1
• generate a business idea with some guidance
• find services and information sources that support setting up a business
• determine the financial resources required for the business idea
• describe the networks required to realise the business idea
• assess their capabilities to work as entrepreneurs

Satisfactory S2

Good G3
• generate the business idea from a customer-oriented point of view
• find key services and information sources that support setting up a business
• assess the financial and operational resources required by the business idea
• describe the networks required to realise the business idea
• assess their capabilities for working as entrepreneurs and identify the risks involved in business

Good G4

Excellent E5
• generate a business idea in a customer-oriented manner and assess its practicality
• take advantage of different channels to find services and information sources that support setting up a business
• estimate the availability of the financial and operational resources required by the business idea
• describe the networks required to realise the business idea and assess cooperation opportunities
• assess their capabilities to work as entrepreneurs realistically, with an awareness of the risks involved in business.

Maintaining ability to work and wellbeing at work
Compulsory targeted learning outcomes, 2 competence points
Students know how to
• take care of their health and functional capacity
• assess their operating environment and activities in terms of health and safety
• take physical activity to improve their ability to study and work and their wellbeing
• prevent accidents and administer first aid.

Assessment
Targets of assessment

Students take care of their health and functional capacity.

Students
Satisfactory S1
• with some guidance, seek information on the health of their age group and the possibilities of promoting their health and functional capacity
• draw up a feasible plan to promote their health and wellbeing, taking into account the importance of such matters as physical activity, nutrition, recovery, sleep, mental wellbeing, abstaining from smoking (including all nicotine products) and using intoxicants, sexual health and interpersonal relationships in the daily activities
• with some guidance, promote their health and wellbeing according to the plan and evaluate the accomplishment of their goals

Satisfactory S2

Good G3
• seek information about the health of their age group and the possibilities of promoting their health and functional capacity
• draw up a personal plan for themselves to promote their health and wellbeing, taking diversely into account the importance of such matters as physical activity, nutrition, recovery, sleep, mental wellbeing, abstaining from smoking (including all nicotine products) and using intoxicants, sexual health and interpersonal relationships in maintaining study and work ability
• promote their health and wellbeing according to the plan and realistically evaluate the effect of their activities and the accomplishment of their goals

Good G4

Excellent E5
• seek diverse information about health differences in their age group and the possibilities of promoting their health and functional capacity
• draw up a diverse plan that can be updated as necessary for themselves to promote their health and wellbeing, taking into account the importance of such matters as physical activity, nutrition, recovery, sleep, mental wellbeing, abstaining from smoking (including all nicotine products) and using intoxicants, sexual health and interpersonal relationships in maintaining study and work ability
• actively promote their health and wellbeing and realistically evaluate the realisation of the plan and the accomplishment of their goals, also using feedback received from others in the evaluation.

Students assess their operating environment and activities in terms of health and safety.

Students
Satisfactory S1
• in cooperation with others, follow the agreed operating instructions that promote safety and health, but require guidance from time to time
• take into account in their work the stress factors of their vocational field and the importance of improving ability to work, requiring guidance from time to time
• with guidance, find out how ergonomics affects ability to work

Satisfactory S2

Good G3
• in cooperation with others, follow the agreed operating instructions that promote safety and health
• take into account the stress factors of their vocational field and promote their ability to work
• find out how ergonomics affects ability to work

Good G4

Excellent E5
• together with others, follow the agreed operating instructions that promote safety and health and evaluate the needs to develop their practices
• take into account the stress factors of their vocational field diversely in their work and promote their ability to work
• find out how ergonomics affects ability to work in different working environments.

Students enhance their ability to study and work and their wellbeing with physical activity.

Students
Satisfactory S1
• seek information about the most common benefits of physical activity and the physical activity required to maintain good health and ability to study and work ability, and take this information into account to some extent in their health and safety promotion plan
• practise to some extent their physical qualities and skills in ergonomics required to maintain a good ability to study and work
• engage in physical activity in exercise situations, maintaining their ability to study and work

Satisfactory S2

Good G3
• seek information about the benefits of physical activity and the physical activity requirements for maintaining good health and ability to study and work, and take this information into account in their health and safety promotion plan
• improve their physical qualities and skills in ergonomics required to maintain a good ability to study and work
• engage in diverse physical activity in different exercise situations, maintaining their ability to study and work

Good G4

Excellent E5
• diversely seek information about the benefits of physical activity and the physical activity requirements for maintaining good health and ability to study and work, and take this information into account in their health and safety promotion plan, also with reference to their ability to study or work
• on their own initiative and diversely, improve their physical qualities and skills in ergonomics required to maintain ability to study and work
• engage in diverse physical activity to the best of their ability in all exercise situations, maintaining their ability to study and work

Students prevent accidents and administer first aid.

Students
Satisfactory S1
• anticipate potential accident risks in exercise situations
• administer first aid in the most common situations where first aid is required, recognise the limits of their skills and rapidly get further help

Satisfactory S2

Good G3
• work to prevent accidents in exercise situations
• administer first aid and rapidly get further help if necessary

Good G4

Excellent E5
• act carefully and prevent accidents in exercise situations
• administer first aid and seek for timely additional assistance
• through their actions, prevent additional accidents.

Optional targeted learning outcomes, 3 competence points
Students know how to
• maintain and improve their ability to work and wellbeing through physical activity
• promote the wellbeing and participation of the educational community and the students.

Assessment
Targets of assessment

Students maintain and promote their ability to work and wellbeing with physical activity.

Students
Satisfactory S1
• maintain their physical functional capacity and participate in exercise situations following instructions, following the principles of fair play
• use the basic motor skills needed in physical activity
• with guidance, monitor their workload and requirements concerning ability to work in relation to their functional capacity

Satisfactory S2

Good G3
• maintain their physical functional capacity and actively participate in exercise situations, observing the principles of fair play
• apply the basic motor skills needed in physical activity in a versatile manner
• independently monitor their workload and requirements related to ability to work in relation to their functional capacity

Good G4

Excellent E5
• monitor, assess and maintain their physical functional capacity and actively participate in exercise situations, promoting the realisation of the principles of fair play
• apply the basic motor skills needed in physical activity and skills in individual sports in a versatile manner
• assess and justify their workload and requirements related to ability to work in relation to their functional capacity.

Students promote the wellbeing and participation of the educational community and the students.

Students
Satisfactory S1
• work to promote participation as members of a student group and participate in exercise and other events and occasions organised for students

Satisfactory S2

Good G3
• actively work to promote well-being as a member of a student group as well as plan and participate in exercise and other events and occasions organised by students

Good G4

Excellent E5
• are active members of the student group as well as plan and participate in exercise and other events and occasions organised by students in a manner that promotes well-being and participation.

Promotion of sustainable development
Compulsory targeted learning outcomes, 1 competence point
Students know how to
• follow the principles of sustainable development
• take into account the principles of life cycle thinking
• consider solutions from ethical points of view.

Assessment
Targets of assessment

Students know how to follow the principles of sustainable development.

Students
Satisfactory S1
• know the main objectives of ecological, financial, social and cultural sustainability in sustainable development
• understand the limited nature of natural resources and the importance of their sustainable use nationally
• with the help of experts, recognise key practices for promoting sustainable development

Satisfactory S2

Good G3
• know the main objectives of ecological, financial, social and cultural sustainability in sustainable development and their impacts on each other
• understand the limited nature of natural resources and the importance of their sustainable use at the national level in proportion to the global operating environment and cite examples of this
• independently recognise key practices for promoting sustainable development

Good G4

Excellent E5
• are comprehensively familiar with the central objectives of ecological, financial, social and cultural sustainability in sustainable development and their impacts on each other
• understand the limited nature of natural resources and the importance of their sustainable use at the national level in proportion to the global operating environment and propose areas of application
• independently recognise key practices for promoting sustainable development from different points of view.

Students take into account the principles of life cycle thinking.

Students
Satisfactory S1
• understand the principle of the circular economy
• recognise the energy or material efficiency of a product or a service
• determine the life cycle of a product at a general level

Satisfactory S2

Good G3
• understand the principle of the circular economy and evaluate its importance
• assess the energy and material efficiency of a product or a service
• determine the life cycle of a product independently

Good G4

Excellent E5
• understand the principle of the circular economy, evaluate its importance and propose possibilities for development
• assess the energy or material efficiency of a product or service, proposing necessary reforms
• determine the life cycle of a product, understanding the overall effects.

Students consider solutions from ethical points of view.

Students
Satisfactory S1
• identify some work stages and situations that involve ethical choices
• consider the impact of their own decisions from an ethical point of view together with others

Satisfactory S2

Good G3
• identify work stages and situations that involve ethical choices
• consider the impact of decisions made by them and by others independently from an ethical point of view

Good G4

Excellent E5
• identify diverse work stages and situations that involve ethical choices
• consider and analyse the impacts of decisions made by them and by others from different ethical points of view.

Optional targeted learning outcomes, 3 competence points
Students know how to
• evaluate factors that contribute to sustainable development in their work or in their vocational field
• plan operating methods related to the promotion of sustainable development
• act as promoters of sustainable development in their work or in their vocational field
• assess the success of promoting sustainable development in their work or in their vocational field.

Assessment
Targets of assessment

Students assess factors contributing to sustainable development in their work or in their vocational field.

Students
Satisfactory S1
• familiarise themselves with the activities of the workplace or the vocational field to the extent that they are able to evaluate them from one of the perspectives of sustainable development (ecological, financial, social or cultural) together with the members of the work community
• assess key factors contributing to sustainable development in the workplace or in the vocational field following instructions
• together with the members of the work community, decide which of the perspectives of sustainable development should be developed in particular

Satisfactory S2

Good G3
• familiarise themselves with the activities of the workplace or vocational field to the extent that they are able to evaluate them from the perspectives of sustainable development (ecological, financial, social and cultural) independently
• assess key factors contributing to sustainable development in the workplace or in the vocational field
• decide which of the perspectives of sustainable development should be developed in particular, proposing some initiatives

Good G4

Excellent E5
• familiarise themselves with the activities of the workplace or the vocational field to the extent that they are able to comprehensively evaluate them from the different perspectives of sustainable development (ecological, financial, social and cultural)
• comprehensively assess key factors contributing to sustainable development in the workplace or in the vocational field
• decide which perspective of sustainable development should be developed in particular, justifying their choice and proposing the necessary initiatives.

Students plan practices related to promoting sustainable development.

Students
Satisfactory S1
• define the objectives of promoting sustainable development and solving problems in cooperation with the members of the work community
• follow instructions in choosing measures and practises that promote sustainable development
• schedule tasks and determine resources in cooperation with others
• participate in defining the required cooperation

Satisfactory S2

Good G3
• define the objectives of promoting sustainable development and solving problems independently
• choose measures and operating methods that promote sustainable development
• schedule tasks and define resources
• plan the required cooperation

Good G4

Excellent E5
• define clear and concrete objectives of promoting sustainable development and solving problems
• choose realistic measures and operating methods that promote sustainable development
• schedule tasks and define resources realistically
• plan forms of cooperation and methods of engaging people.

Students act as promoters of sustainable development in their work or vocational field.

Students
Satisfactory S1
• implement the plan with the members of the work community
• personally follow the principles of sustainable development
• participate in cooperation, striving to motivate others

Satisfactory S2
Good G3
• implement the plan
• personally follow the principles of sustainable development, passing on information about the needs to change practices to others
• use a method that has been agreed on in advance to encourage and motivate others to participate

Good G4

Excellent E5
• implement the plan, making changes to it as necessary
• follow the principles of sustainable development, pass on information on the needs to change operating practices to others and actively propose changes
• use methods suitable for the situation to encourage and motivate others to participate.

3. Assessment scale
S2 = The student’s level of competence is clearly higher than level S1, but not sufficient for level G3.
G4 = The student’s level of competence is clearly higher than level G3, but not sufficient for level E5,