Comprehensive school is based on a single structure. Basic education is divided into grades (year classes) and organised as class instruction mainly provided by class teachers in grades 1–6 and as subject-specific instruction mostly given by subject teachers in the upper grades (7–9). However, an individual school’s curriculum may also determine its provision in another way. In grades 7-9 the pupils also have a tutor, that is, one of the teachers assigned the overall responsibility of one group.
Teaching groups are composed according to grades. It is also possible to make different arrangements for reasons of expediency by forming combined classes where pupils of different ages may be taught together in a multi-grade arrangement, particularly in small schools.
With the exception of special needs education, there are no provisions governing the size of teaching groups.
The school year comprises 190 days. School work begins in mid-August and ends the Saturday of week number 22 (end May/beginning of June). Schools operate five days a week, and the minimum number of lessons per week varies from 19 to 30, depending on the grade level and number of optional subjects taken. There is local autonomy concerning the school calendar (opening the school year) and timing of holidays. There is an established practice in comprehensive schools, to have summer and Christmas holidays and a one-week sports holiday in the spring. As the education provider of the school has the power to decide on the precise starting date of the school year, the school year may also include other short holiday periods besides those mentioned above, such as the autumn holiday.
Teachers themselves can choose the teaching methods they use in order to achieve the objectives stated in the curriculum. The national core curriculum includes the guidelines for choosing the methods. In addition to the traditional and still common method led by the teacher, there are many teaching methods that focus more on pupils: the teacher may start a discussion in the class; the pupils may acquaint themselves with various topics independently, in pairs or in small groups. In several subjects, pupils prepare presentations, plays or demonstrations individually or as a group, on the basis of their own research. Also alternative pedagogical approaches such as Montessori and Freinet can be used.
The national core curriculum emphasises the active role of the pupil as the organiser of his/her own structure of knowledge. The teacher’s role is to be the one who directs the studies and plans learning environments. The core curriculum stresses also that teaching and working methods should foster the readiness to learn and the development of cognitive skills as well as the skills to acquire and adapt information. Teaching shall also take into consideration the individuality of the pupils and the meaning of social interaction in learning.
There are no official recommendations for the amount of homework. The Decree on Basic Education (852/1998), however, does specify that after school day, travelling to and back from school and completing homework, the pupil must have enough time for rest, hobbies and recreation.
Learning materials are mostly produced by commercial publishers. The Finnish National Board of Education produces materials with a small circulation for special groups. The schools and teachers themselves decide on the material and textbooks used. The same applies to the use of ICT.