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Helsingin normaalilyseo (The Normal Lyceum of Helsinki) is a separate unit of the Faculty of Behavioural Sciences in the University of Helsinki and an University Training School which comprises the 7th to 9th grades of the comprehensive school, and the upper secondary school.

There are c. 300 pupils in the comprehensive school and 240 students in the upper secondary school. The upper secondary school holds 81 starting places. Pupils in comprehensive grades are chosen from the area surrounding the school in southern Helsinki, except pupils applying to the Latin class, who are chosen by an aptitude test. 


Language program

A1 English, French, Swedish
A2 English, French, Swedish
B1 Swedish
B2 Latin in the 7th grade
B2 French, German, Russian in the 8th grade 


Helsingin normaalilyseo aka Norssi belongs to the Faculty of Behavioural Sciences in the University of Helsinki as one of its two training schools. Subject teacher students within the Department of Applied Sciences of Education perform their teaching practice in our school. Our upper secondary school is an extensive general upper secondary school. We encourage our students to independent work, to gain a firm all-round education, to investigative study and scientific thought. Students in the upper secondary school have the opportunity to take courses at the University of Helsinki. We also hold in value creativity and manual skills. At Norssi you can complete diplomas in domestic science/home economics, visual arts, crafts and physical education.

Some numebers
Students c. 240
Starting places 81
In spring 2005 the lowest average was 8.90 (in spring 2004, in comparison 8.91)
In the same building operates 7th -9th grades of the comprehensive school. A minimum of group size is at least 10 students. Usually the groups consist of less than 30 students. Many courses may have 15-20 students.

We organise plenty of various theme days, study trips to museums and exhibitions, visits to the theatre and the opera. The traditional Norssi Day is at the beginning of May and in the end of May Norssi competes against Ressu School in a yearly sporting event.

Applied courses
Information technology, arts and music courses. English, French and Swedish oral communication courses, tutor course and collaborative courses for different subjects. Scientific World View 1 and 2 gives the opportunity to discuss the field of science, acquaint with scientists and make science. We are building a bridge between liberal arts and natural science. During the last few years a course in history has included an excursion, among other places, to Petroskoi and Second World War battlefields in Karelia. There has also been a trip “On the Tracks of the Jägers/Light Infantry” to Estonia and Latvia. The brand new “London, Here We Come” course has become tremendously popular. It includes a week-long stay in London. A dozen applied courses comes to fruition annually. 


Practising and practising environment

Helsingin Normaalilyseo offers a multi-faceted environment for teaching practise extending outside the school which has close contacts with different communities and organisations. In addition to the class room, the students' learning environment includes visits to different places of work, (with work practise), as well as to museums and theatres, etc. We also co-operate with many other educational establishments and civic associations.
Research as part of the university the school has good contacts with different departments which offer visits and study opportunities. Learning by research is a natural way of approaching an issue. In so doing, the teacher trainees can put into practise their knowledge of theory as well as their experience and skill in doing research. Being able to guide others to learn is one of the central aims of the practise.

Guided foundation practise - Teaching plans for practising subjects - Physics and Chemistry - 

General part

Aims and implementation

The most important aim of the guided foundation practise is to learn the basic skills of a subject teacher as well as to strengthen mastery of the subject. Guiding the pupils' and students' learning at Comprehensive and Upper Secondary Schools is one of the central aims of learning foundation skills. The teacher trainee will become accustomed to collaborating and interacting with other teacher trainees, guiding teachers, students and pupils. She will be able to keep to agreed timetables and will see the value of using one's initiative in the training. Teaching practise is a full-time study. While working with the teaching groups, the teacher trainee will learn to plan her teaching in a way that responds to the needs and aims of the group, give reasons for her pedagogic choices and use different teaching methods and technology. The teacher trainee will think about her own development in her profession and will become aware of the connection between the subject, teaching and educational knowledge, as well as her being a guide, teacher and educator. She will learn to apply her own pedagogic working theory in her work. She sets new aims on the basis of feedback and of her own self-evaluation. 

Portfolio working

Portfolio working, as part of a teacher's pedagogic working which is guided by SOKLA's pedagogue or a lecturer, is an essential part of the student's self-evaluation and growth as a teacher. The guiding teachers, for their part, will encourage portfolio's preparation and will participate in giving their perspectives and subjects for the texts used in teaching practise.

Evaluation

The foundation practise will be evaluated on an accepted-rejected scale. If during the foundation practise a trainee has not carried out the assigned tasks or doesn't seem to have reached the aims set, the foundation practise is not considered to be over. If the situation seems to be developing towards this, the trainee will be informed in good time, guided towards achieving the aims and, together with the guiding teacher, find ways to make the practise more effective.

School as a community - practise part

At the beginning of foundation practise the teacher trainees will be divided into groups that stay together during the whole teaching practise. They will be guided by the mentor teachers and get acquainted with the school as a multi- profession working community.
A teacher's work will be approached from the perspective of many subjects as well as the multi-faceted sphere of a teacher's' work in the whole working community. The teacher trainee will get acquainted with special needs teaching, student maintenance and support, tutoring, peer mediation and the tasks and meaning of the students' union in the school community. Together, the teacher's authority and ability to withstand stress will be discussed.
This part of the training will be carried out using discussions, visits, group work, simulations and talks, etc.


Practising and Practising Environment
Helsingin Normaalilyseo offers a multi-faceted environment for teaching practise extending outside the school which has close contacts with different communities and organisations. In addition to the class room, the students' learning environment includes visits to different places of work, (with work practise), as well as to museums and theatres, etc. We also co-operate with many other educational establishments and civic associations.
As part of a research university the school has good connections with different subject institutions, which offer visits and opportunities for study. Learning by research as one of the study methods is a natural way of approaching issues. In so doing the teacher trainee can put into practise her knowledge of the theory as well as her experience and skill of doing research. Guiding learners to learn is one of the central aims of the training.

Advanced practise - Teaching plans for practising subjects - Physics and Chemistry - General

Aims and implementation

The school section of the advanced practise is based on the skills and knowledge learned during the foundation practise. Compared with the foundation practical training, in the advanced practical training the teacher trainee demonstrates a more independent approach in planning, implementation and evaluating the teaching. She sets goals for her own work and that of her pupils' and organises the study so that her goals will be achieved. She takes responsibility in co-operating with her fellow teacher trainees, the guiding teachers and students. In this way the teacher trainee applies her working, pedagogic theories to her teaching work, has mastery of the teaching content and uses multi-faceted ways of working flexibly. The teacher trainee follows her pupils' learning and guides them in their study aims.
Also central to the advanced practise is evaluation of the pupil's knowledge, skills and learning. Attention is also paid to the pupil's self-evaluation skills. The teacher trainee works in wider and in more long-term teaching entities than in foundation practise hours. She also learns to see the teacher as the developer of her teaching plan, of her own subject's material, the way she works and as a developer of the whole school.

Portfolio working
As part of the teacher's pedagogic studies, portfolio working which is guided by SOKLA's pedagogue or a lecturer, is an essential part of the student's self-evaluation and growth as a teacher. The guiding teachers of the practise school encourage the students in the preparation of their portfolio and suggest subjects and perspectives concerning the teaching practise.

Evaluation
The teacher trainee will receive feedback throughout the practise period both on her plans and her teaching. How and when the feedback is given will be agreed with the guiding teacher. Advanced practise is evaluated on an accepted-rejected scale. The teaching practise will be considered accepted when the teacher trainee has completed the agreed tasks and reaches the aims of the advanced practise. The tasks are different in different subjects and the guiding teacher will discuss these with the teacher trainee and also if there is anything in the teaching practise that might be unsatisfactory. Together they will try to find ways of reaching the aims set for the practise.

School as a community - teaching practise

Aims and implementation
During the community practise the aim is to perceive the school as part of society, with the teacher as a developer of her school and one who reflects on the teaching plans and their implementation. The teacher trainees who, at the beginning of the foundation practise were divided into small groups, stay together during the advanced practise. Any new trainees are placed into existing groups. In the advanced practise the groups continue, under the guidance of the mentor teacher, familiarising themselves with the teacher's different tasks and with the school as a workplace for many professionals. Also emphasised is seeing the school as part of a wider entity; hence the need for co-operation between home and school. So there are joint activities with, for example, parents, art institutions and different societal associations. In the advanced practise there will also be discussions about the importance of inter-disciplinary working so as to unify the pupil's learning and then to put this into practise. Ways of implementing this are, for example, common projects between different subjects, simulations, discussions and visits. Information technology (TVT) is used as much as possible.