Support for learning

Support for learning was reformed in August 2025. The aim of the reform is to recognise each student’s individual needs and provide support proactively. This helps ensure that every student receives the support and conditions they need for learning and school attendance.

In the schools of the City of Tampere, support is primarily provided in the student’s local school whenever possible. This allows students to receive support in a familiar learning environment.

Collaboration between teachers plays a key role. Teaching that is planned and delivered together supports student’s individual learning and strengthens the sense of community at school.

Teaching Arrangements that Support Conditions for Learning

Teaching arrangements that support condittions for learning are part of the school’s everyday practice. They help students participate in teaching, learn more effectively, and receive the support they need.

Teachers work closely together and collaborate with other professionals. This cooperation makes it possible to plan and implement support measures that meet students’ needs.

Examples of Teaching Arrangements that Support Conditions for Learning

• Co-teaching and consultation between teachers
• Support from school assistants
• Differentiation of teaching
• Adapting teaching methods to meet students’ needs
• Flexible grouping of pupils
• Careful planning of resources, teaching arrangements, and timetables

In the Tampere City Region, a pedagogical resource package  (in Finnish only) has been developed to support teaching arrangements that promote learning.

Form of Group-Based Support
Group-based support is a right for all students and the primary form of support. Support is provided to smaller, flexibly formed groups according to students’ needs. Group-based support is aimed at supporting the entire student group.

• Targeted Instruction
  In targeted instruction (supportive teaching), previously learned content is reviewed, or new content is practised in advance. The aim is to ensure that students understand what is being taught and can progress in their studies.

  Targeted instruction can be provided in all subjects and organised, for example, during lessons, in additional lessons, in small groups, or as individual instruction.

• Targeted Instruction Finnish as a Language of Instruction
  Targeted Instruction Finnish as a Language of Instruction is provided for students who do not yet have sufficient proficiency in the language of instruction to complete the comprehensive education syllabus successfully.
  
  This form of support uses language-aware teaching methods and helps students read, understand, and produce texts in different subjects. The teaching focuses on both subject content and the language used in the subject at the same time.
  
  Support teaching may be organised during lessons, in small groups, or in separate teaching sessions. It may also be provided outside regular lesson hours, taking into account the maximum length of the school day.
   
• Instruction given by an Special Educational Needs Teacher in Connection with Other Instruction
  A special educational needs teacher may work in the classroom together with other teachers or teach a small group in a separate space. Support may also include consultation, where the special education teacher provides guidance to other teachers and school staff.

Student-Spesific Support Measure

If group-based support is not sufficient, a pupil may receive individual support measures.

Forms of Individual Support

• Instruction given by a special educational needs teacher partly in a small teaching group and in connection with other instruction
• Instruction given by a special educational needs teacher or special educational needs class teacher in a small teaching group
• Instruction given by a special educational needs class teacher in a special educational needs class
• Student-spesific augmentative and alternative communication service, for example in sign language or through other communication methods
• Student-spesific assistant service for instruction, such as support from a school assistant during lessons
• Device or aid for instruction provided as a student-spesific support measure

What is JOPO education and who is it for?

JOPO education, or flexible basic education, is small group instruction intended for general education students in grade 9 who need support. The teaching language is Finnish. A JOPO class placement must be applied for. JOPO classes are combined classes with a group size of 12 students. The general curriculum is followed in JOPO classes, and students receive the same certificates (interim report, annual report, final certificate) as other general education students.

The decision to admit a student to a JOPO class is made by the school principal. The application process evaluates students' motivation and attitude, social skills, and need for support. The assessment is done in cooperation with the student's current school staff.

The number of available starting places varies by school. JOPO classes in Tampere are intended only for students from Tampere.

The goal of JOPO classes is to provide good readiness for continuing studies at the secondary level and to improve school motivation. One focus of the teaching is on functional work methods and studying at workplaces in real work environments. Activities also include school camps, company visits, and cooperation with secondary education institutions.

A JOPO student:

• Underperforms in a larger group in one way or another
• Benefits from functional learning
• Attends school according to the given schedule
• Can apply for an internship (initially with support)
• Can complete their internship
• Can participate in activities outside of school, such as study trips and school camps
• Can work independently in a combined class at times
• Can cooperate with other students
• Can integrate into general education teaching groups

A JOPO student:

• Needs support
• May have individual learning objectives, but does not have a special class placement

JOPO Information for the 2026-2027 School Year

A joint JOPO information session for those interested in JOPO studies and their guardians will be held remotely via Teams February 10, 2026 at 18:00. Join the meeting using this link.

Determining the JOPO School

The student's school at the time of application determines which school the student will be admitted to as a JOPO student. Here is a list of the corresponding JOPO schools:

• Ahvenisjärvi School -> JOPO at Kaukajärvi School
• Etelä-Hervanta School -> JOPO at Kaukajärvi School
• Hatanpää School -> JOPO at Kaukajärvi School
• Juhannuskylä School -> JOPO at Kaarila School
• Kaarila School -> JOPO at Kaarila School
• Kaukajärvi School -> JOPO at Kaukajärvi School
• Kämmenniemi School -> JOPO at Takahuhti School
• Lielahti School -> JOPO at Kaarila School
• Linnainmaa School -> JOPO at Takahuhti School
• Sampo School -> JOPO at Takahuhti School
• Svenska samskolan i Tammerfors -> JOPO at Kaarila School
• Takahuhti School -> JOPO at Takahuhti School
• Tampere University Normal School -> JOPO at Kaukajärvi School
• Tampere International School (FISTA) -> JOPO at Kaarila School
• Tampere Christian School -> JOPO at Takahuhti School
• Tampere Steiner School -> JOPO at Takahuhti School
• Tesoma School -> JOPO at Kaarila School
• Vuores School -> JOPO at Kaukajärvi School
• Wivi Lönn School -> JOPO at Kaarila School

JOPO Application for the 2026-2027 School Year

The application period is 10.2.-3.3.2026

To apply for a JOPO class, use the Wilma application form during the application period:

1. Log in to Wilma (https://opetustampere.inschool.fi)
2. Open the Applications and Decisions tab
3. Click the "Make a new application" link
4. Select "Application for JOPO class"

Students from Tampere Christian School, Svenska Samskolan, Tampere University Normal School, and Tampere Steiner School apply for a JOPO place using a Forms form. The form will be available on the home page of the respective JOPO school at the start of the application period.

• Applicants will be informed of the selections on April 21, 2026.
• Guardians must confirm the student’s place in Wilma by April 28, 2026.
• Those accepted from the waiting list must confirm their place by April 30, 2026.

In domain-based instruction, students study according to learning domains instead of individual school subjects.

A student is placed in domain-based instruction only when, due to a disability, illness, or functional limitation affecting their ability to learn, they are unable to study according to individual subjects, even with support measures and adaptations to the curriculum.

The learning domains are: motor skills, language and communication, social skills, daily living skills and cognitive skills. 

• The aim is to strengthen the pupil's functional abilities and independence so that they can manage everyday life as independently as possible.
• The student's participation, self-determination, and role as a member of the community are actively supported.
• Learning takes place throughout the school day, including during lessons, transitions, meals, breaks, excursions, and daily routines.
• The learning domains form an integrated whole, and their contents can be combined in teaching to support learning.
• The student's learning goals are connected to practical situations in which different skills are practised simultaneously.
• Progress is assessed through the development of skills and behaviour, reduced or changing support needs, and the acquisition of new skills.

In Tampere, domain-based instruction is provided at Rahola School, Kissanmaa School and at Kaukajärvi School.

The Koivikkopuisto school is a City of Tampere -operated hospital school that serves the municipalities in the Tampere University Hospital catchment area. The Koivikkopuisto school is located at the Tays campus in Tampere. 

Koivikkopuisto School

Coordinating teachers responsible for support work with the school pathways. Their tasks include facilitating pupil support and providing guidance, preparing decisions on special support, consulting schools in support-related matters, as well as networking. The administration for the coordinating teachers responsible for support works on Wednesdays.