Finland+(Jane)

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 * Finland** (Jane) It is very interesting to read about the content and objectives of another country. Finland incorporates religion, psychological, social ablilites and well-being into their overall programs for life-time activities, physical education, arts and academics.

There is minimal dance included in the Finish Curriculum. Dance is incorporated into their Physical Education Department and it does not stand alone like the Music, Home Economic, Visual Arts, Crafts, Foreign Languages, etc. However, some of the skills and personal development taught within their program can be applied to dance, creative movement, student choreography and rhythmical exercises.

The goals of physical education are to have a positive impact on the pupil's physical, psychological and social abilites and well-being and to guide the pupil in understanding the importance of exercise to health. It offers the pupil skills, knowledge and experience on the basis of which it will be possible to adopt a physically active way of life.

The Finish Physical Education takes into account the pupil's capabilities and personal development potential. The instruction is conducted playfully in an encouraging atmosphere and progress from basic motor skills towards skills in specific forms of physical activity. They encourage the use of the students' imagination and insights.
 * __Grades 1-4__**

The main objectives taught are the basic motor skills, promoting safe and healthy ways of exercising, basic swimming, individual work and cooperation without an emphasis on competition, following instructions and demonstrating in a spirit of fair play.
 * __Objectives__**

Running, jumping, throwing and their application in forms of physical activity and gymnastics. Games for amusement, simple games, games used for teaching skills and rules, ball sports, exercise in the natural environment, winter exercise and swimming.
 * __Core Contents__**
 * Musical and Expressive Movement, Dances.**

Fourth graders will master basic motor skills, run, jump and throw, perform gymnastics, handle equipment in games and exercises, learn how to move about in the natural environment and use of an instructional map, how to slide, skate forward and brake on skates, move in skis, swim in diverse ways in swimming-depth water. Take a stance on their personal performance, dress appropriately for physical eduation, act independently and in a group and participate responsibly and enterprisingly in instruction.
 * __Criteria for Grade 4__**
 * Know How To Express Themselves Through Physical Activity and How To Move With Music or a Rhythm.**

The Finish physical educational instruction for grades 5-9 makes allowances for the differing needs of boys and girls at that stage of development as well as the pupil's differentials in growth and development generally. Diversified phyical education instruction helps to support the pupil's well-being and growth into an independent and community-spirited person and creates capabilities for the independent pursuit of pastimes.**The Instruction Affords Opportunities For Exercise Experiences And Supports The Pupil's Self-Expression.**
 * __Grade 5-9__**

__**Objectives**__ Continues to develop basic motor skills, understand the importance of physical activity in maintaining well-being and health, learn to observe and develop their functional abilites, develop their swimming skills and learn water rescue skills, learn to act safely and appropriately in situations of physical activity and learn to act independently and in a group, learn to acccept themselves and tolerate diversity, get an introduction to environments for exercise pursuits and know how to look for information on possibilites for exercising.

__**Core Contents**__ Running, jumping and throwing in different forms of physical activity, gymnastics, ball games, orienteering and hiking, winter exercise, swimming and water rescue, development and monitoring of functional abilities, muscle care.
 * Musical And Expressive Exercise, Dance**.

Know basic skills in running, jumping, throwing, gymnastics, fundamental of common ball games and play them according to rules, know how to orienteer with the aid of a map and compass, know how to skate well, master techinique in cross country skiing, master swimming and know water-rescue skills, know the connections between exercise and health, know how to maintain, evaluate and improve their functional abilities, demonstrate a desire to learn and make an effort in physical education and the lessons involoved, attend to their cleanliness, act responsibly, take others into consideration and adhere to agreements, rules and the principles of fair play.
 * __Criteria for Grade 8__**

1. **__Vigor-__** What is the intellectual demand of the standards? **To know basic skills, fundamental rules, goals and** **technical aspects regarding various sports, activities and life-style pursuits**.

2. **__Coherence__-** Do the standards convey a unified vision of the discipline, do they establish connections among the major areas of study, and do they show a meaningful progression of content across the grades? **Yes, the standards show** **a continuity throughout the core contents, objectives** **and criteria**.

3. **__Focus-__** Have choices been made about what is most important for students to learn and is the amount of content manageable? **Yes, various choices have been made about what is most important for the students to learn, study and** **achieve.**

4. **__Specificity-__** Are the standards specific enough to convey the level of performance expected of students? **Yes, they are** **specific enough regarding the standards that are given, however, there aren't many for dance.**

5. **__Clarity, Accessibility__-** Are the standards clearly written and presented in an error-free, leginle, easey-to-use format that is accessible to the general public? **Yes,**

6. **__Measureability-__** Is each standard measurable, observable or verifiable in some way? **Yes, it is.**