Information management and inquiry-based and creative work
Sivun sisältö
Instructions for reading the descriptions
he descriptions have been designed to form a continuum of cumulating competence
- The description for grades 1 to 2 can be read on its own or in parallel with the descriptions for early childhood education and care and pre-primary education.
- The description for grades 3 to 6 should be read in parallel with the descriptions for grades 1 to 2.
- The description for grades 7 to 9 should be read in parallel with the descriptions for grades 1 to 2 and grades 3 to 6.
Information management
Early childhood education
- …children familiarise themselves with information searches by finding information on children’s interests as well as topical themes and phenomena.
- …children familiarise themselves with the basic use of a browser and conduct image and sound searches.
- …children discuss the reliability of information based on a broad concept of text.
- …children practise critical evaluation of information.
- …gamefully and playfully, children make classifications and groupings in digital services.
- …children and the staff reflect on what problems could be solved by means of technology and how. Children learn to describe how a problem could be solved.
- …attention is paid to comprehensiveness of expression when presenting information. Methods suitable for children are used when presenting information: verbally, visually and physically.
Pre-primary education
- …children practise the basic use of a browser.
- …children practise using appropriate search words.
- …connections between matters are created, verbalised and made visible.
- …in connection with classifications, children familiarise themselves with concept maps and learn to create them digitally together.
Grades 1–2
- …knows how to use a search engine appropriately. The pupil knows how to use image and sound searches.
- …knows how to create simple search words.
- …with guidance, is able to search for information on topical issues and phenomena.
- …with guidance, is able to evaluate the reliability of information.
- …knows how to make observations based on different sources of information in his or her everyday life.
- …knows how to use digital environments to record and present observations.
- …with guidance, knows how to structure information in a concept map.
- …practises explaining in his or her own words the information he or she has searched for.
- …produces short multimodal texts based on the information searched for.
- …learns to use the concepts needed in information management.
- The pupil independently searches for information on issues and phenomena he or she is interested in.
Grades 3–6
- …is able to search for information on topical issues and phenomena.
- …uses a search engine diversely. The pupil knows how to carry out advanced searches.
- …practises searching for information in different sources and using it.
- …is able to evaluate the reliability of information. The pupil practises justifying his or her evaluation.
- …with guidance, is able to use sources in different languages.
- …understands how online information has been created.
- …with guidance, the pupil is able to organise, classify and present information.
- …knows how to structure information in a concept map.
- …knows how to present information using simple tables.
- …practises making observations and drawing conclusions based on a simulation.
- …practises using a device’s ease of access functionalities in information management.
- …is able to edit a document produced together with others.
- …produces and uses written text, images and videos independently and in collaboration.
- …is able to give and receive feedback on produced content. The pupil is able to edit content based on feedback.
- The pupil is interested in processing and presenting information. The pupil is able to present information in diverse ways, taking advantage of digital environments.
Grades 7–9
- …knows how to change the settings of the search engine appropriately. The pupil knows how to do reverse image searches.
- …is able to evaluate the reliability of information and justify his or her evaluation.
- …uses different sources to produce information.
- …understands that multiple sources and approaches may change interpretations.
- …is able to obtain, process and present information based on research.
- …uses different sources to produce information.
- …understands that multiple sources and approaches may change interpretations.
- …is able to make observations and draw conclusions based on a simulation.
- …uses a device’s ease of access functionalities in information management.
- …knows different ways of presenting and visualising information. The pupil is able to choose appropriate methods and tools for presenting information.
Inquiry-based and creative work
Early childhood education
- …children are encouraged to formulate questions to which they will together seek answers by using digital services.
- …children familiarise themselves with everyday technology, different research tools and research methods with the staff.
- …children use technology and digital environments for research. They are used in making observations and in structuring and understanding information.
- …playful and gameful working methods are used.
- …children’s initiatives are taken onboard and advanced using the possibilities provided by digital environments.
- …opportunities to experiment with creative production in digital environments are provided for the children, underpinned by a broad definition of text.
- …the child’s individual ways of expressing himself or herself using digital environments are supported. Children are encouraged in versatile experimentation and expression.
- …children create and build new things together. Collaborative creative projects with digital elements are conducted with the children.
- …on children’s initiative, topical content that they are interested in is created in digital services.
- …children use images and videos diversely.
Pre-primary education
- …children carry out longer-term research projects in which technology and digital environments are used together with the staff.
- …the role of research in solving problems is reflected on in the light of the children’s research projects.
- …children use different applications diversely.
- Children are encouraged to put their ideas into practice using easy applications.
- …children’s imagination is fed and the opportunities provided by digital environments are played with.
Grades 1–2
- …is able to conduct small studies he or she is interested in by using technology.
- …is able to make observations at school and in the nearby environment using digital research tools.
- The pupil is interested in technology related to conducting research.
- …with guidance, is able to suggest producing content of his or her own in digital environments.
- …is able to put his or her ideas into practice alone and together with others in digital environments.
- …osaa ohjatusti hyödyntää digitaalisia ympäristöjä oman ajattelunsa näkyväksi tekemiseen.
- …with guidance, is able to express himself or herself by combining images, videos, sound, text or animation.
- …experiments with, invents, builds and creates new things using digital environments.
- The pupil is able to digitise the physical products of creative work.
- The pupil finds new ways to express himself or herself using digitalisation diversely.
- The pupil inspires other pupils to engage in creative work in digital environments.
Grades 3–6
- …is able to plan and implement a simple study or project using technology.
- …uses digital environments as a research tool. The pupil knows how to select a suitable tool for inquiry-based work.
- …is able to suggest producing content of his or her own in digital environments.
- …is able to use digital environments to make his or her thinking and competence visible. The pupil is able to select an appropriate service for his or her work.
- …is able to use environments for creative work diversely.
- The pupil shows initiative in exploring and experimenting with technology related to conducting research.
- The pupil participates in online communities related to creative production. The pupil strives to actively improve a shared creative digital process.
Grades 7–9
- …uses technology in diverse ways as a research tool.
- …using digital services, is able to draw up research designs.
- …is able to select a limited research topic he or she is interested in and carry out a study.
- …is able to process collected information in a digital service independently and together with others.
- …understands the role of research in producing new information.
- …is aware of phenomena related to the advancement of AI.
- …actively bring up his or her ideas, competence and interests with the help of digitalisation.
- …boldly and in an individual manner expresses his or her ideas in a collaborative digital service.
- …is able to use a suitable digital service that optimally supports individual expression.
- The pupil follows the development of technologies related to conducting research.
- The pupil demonstrates special competence in creative digital processes. The pupil acts in an encouraging manner and with appreciation for the competence of others in shared creative digital processes.