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    Instructions for reading the descriptions

    The descriptions have been designed to form a continuum of cumulating competence

    • The descriptions for early childhood education and care and pre-primary education should be read as a single entity.
    • 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.
    Suodata listausta

    Basic technical skills

    Early childhood education

      • …the staff ensure that the devices intended for advancing digital competence are used appropriately. If necessary, the staff inform the ECEC provider of any shortcomings in the learning environment.
      • …the staff familiarise children with the ICT devices in the learning environment. Children learn that technology is a natural part of the learning environment.
      • …the staff set an example of appropriate use of technology in everyday life.
      • …children learn to use hardware and devices safely and carefully.
      • …children explore and wonder about technology found in everyday environments.
      • …the staff participate in staff training related to promoting digital competence where possible.
      • …the staff know where to get support for using digital environments and ask for it when needed.
      • …the staff discuss the possibility of using the children’s personal equipment and devices with the guardians.
      • …children’s toys and their operating principles are explored with the children.
      • …children learn to switch on and off a mobile device. Children learn how to charge a device.
      • …children practise using the features and functionalities of a mobile device.
      • …children learn to name devices and recognise the most common symbols.
      • …children discuss what the internet is. Children learn what a browser is and what browsing means.
      • …children examine and try out different keyboards. The children practise different ways of controlling a device with the staff.

    Pre-primary education

      • …children observe and familiarise themselves with everyday technology.
      • …children discuss the role of technology in their lives.
      • …children learn vocabulary related to the principles of usage and operating principles.
      • …children learn to prepare and follow simple instructions for digital services.
      • …children learn keyboard skills and the basics of keyboard use as well as familiarise themselves with using a mouse.

    Grades 1–2

      • …observes and understands the impacts of technology on everyday life.
      • …is able to handle hardware, peripheral devices and supplies carefully. The pupil knows what to do if a device is broken or goes missing.
      • …with guidance, knows how to connect a device to a wireless network.
      • …is able to sign into a device and environments using his or her user ID and password.
      • …is familiar with the basic functionalities of the devices used.
      • …knows how to print documents if necessary.
      • …understands the concepts and symbols related to key functions of the digital environments he or she uses.
      • …understands what the internet is, what a browser is and what browsing means. The pupil is able to use a browser.
      • …is able to tell the difference between an operating system and a program/application.
      • …knows how to follow simple instructions when operating in digital environments. The pupil is able to explain what he or she is doing.
      • …knows how to use different ways of controlling a device and entering text.
      • The pupil is able to resolve general fault situations in devices.
      • The pupil understands device settings and is able to change them appropriately.
      • The pupil is able to download and enable permitted applications.
      • The pupil identifies some variables and measurement units related to technology.

    Grades 3–6

      • …understands the diversity of devices, software and services.
      • …understands the ways of using technology that are typical of different school subjects.
      • …understands the logic of the use of digital environments and the logic of their operation.
      • …knows what to do in the most common fault situations occurring in devices.
      • …knows what to do in the most common fault situations occurring in devices.
      • …knows how to connect a device to a wireless network.
      • …understands and knows how to modify the settings of the operating system.
      • …assesses if printing is necessary and is familiar with the basic functionalities of printer settings.
      • …is able to describe the digital environment he or she uses with appropriate concepts.
      • …understands about different file formats.
      • …is able to transfer files in different environments.
      • …is able to draw up and follow step-by-step instructions when operating in digital environments.
      • …practises the touch-type system. The pupil practises producing text fluently on the device he or she is using.

    Grades 7–9

      • …uses concepts related to digital environments fluently.
      • …uses different file types with the correct programs.
      • …masters some of the variables and units of measurement related to technology.
      • …produces and processes text fluently on the device he or she is using.
      • The pupil helps other pupils to operate in digital environments.
      • The pupil follows the topical debate related to technology use.
      • The pupil looks for solutions to complex problems in devices and digital environments in different sources.

    Operating in different environments

    Early childhood education

      • …the staff are familiar with and use digital services relevant to the child’s early childhood education and care and pre-primary education appropriately.
      • …digital environments are actively used in pedagogical documentation.
      • …digital environments are used as part of support for development and learning.
      • …digital environments are used with a multi-sensory approach in the learning environment.
      • …children are familiarised with applications through exploration and play and through the themes of the learning areas.
      • …the staff play and examine the logic of games with the children. The staff modify familiar games and come up with new ones with the children.
      • …the staff use the gameful elements of digital environments.

    Pre-primary education

      • …applications are used diversely and their main operating principles are observed.

    Grades 1–2

      • …is familiar with the digital environments used in the school and knows how to sign into them. The pupil knows how to use digital services in a way that is sufficient for the grade he or she is in.
      • …with guidance, is able to transfer and process information between digital environments.
      • …with guidance, is able to use digital services to receive and hand in assignments.
      • …with guidance, is able to use systems (external to the teaching environment) that are used locally and contain information that is important from the point of view of the pupil’s school work.
      • …is able to open and exit applications and move between them.
      • …with guidance, is able to assign rights in digital services.
      • …practices perceiving the progress in his or her learning with the help of a feature in a digital service.
      • The pupil knows how to download applications he or she finds interesting from the app store.
      • The pupil understands what it means when an application requests rights.

    Grades 3–6

      • …uses digital services appropriately for studying.
      • …is able to transfer and process information between digital environments.
      • …is able to use digital services to receive and hand in assignments.
      • …is able to sign into any pupil management system that may be in use and familiarises himself or herself with its use.
      • …is able to use digital services (external to the teaching environment) that are used locally and contain information that is important from the point of view of the pupil’s school work.
      • …is able to use digital services that are important in his or her everyday life and understands their main operating principles.
      • …understands and is able to change rights in digital services.
      • …with guidance, is able to move between the desktop and mobile version of the same service.
      • …monitors the progress of his or her learning with the help of a feature in a digital service.
    • The pupil is able to look for useful digital environments and explore the purposes for which they are used. The pupil knows how to register as a user of a service if necessary.

    Grades 7–9

      • …uses digital environments naturally and diversely as part of studying and in ways specific to different subjects.
      • …is able to select a digital environment that is appropriate and suitable for him or her.
      • …uses digital services fluently, on different devices if necessary.
      • …is able to use society’s digital services relevant to him or her.
      • …evaluates the progress of his or her learning with a feature available in a digital service.
      • The pupil knows how to compare, evaluate and propose the use of digital environments.
      • The pupil encourages other pupils to use digital environments diversely.

    Production

    Early childhood education

      • …children’s developing writing and reading skills are supported with digital environments.
      • …digital environments are used in playing with language.
      • …children play games that encourage them to produce their own content.
      • …children film, record on video and modify content using simple functionalities.
      • …complete photography and video projects.
      • …digital environments are used in story crafting.
      • …children make personal and shared digital books underpinned by a broad definition of text.
      • …children practise playful reading and writing.
      • …children produce playful animations.
      • …children draw up simple diagrams.

    Pre-primary education

      • …children produce and interpret messages in digital environments.
      • …process photos and videos diversely through play and exploration.
      • …children produce texts in accordance with the broad definition of text.

    Grades 1–2

      • …is able to work independently and together with others in the school’s digital environments.
      • …practises finding saved content.
      • …masters basic file processing skills: saving, copying, transferring and deleting.
      • …takes photos, records videos and sound and carries out simple editing.
      • …uses a camera and other easy applications to make and record observations.
      • …practises producing text in a digital service (multimodal texts).
      • …produces content using speech.
      • …knows how to edit text: activation of text, selection of font size and type.
      • …with guidance, knows how to produce a work that contains text, sound, images and video image.
      • …is able to produce and interpret simple tables and diagrams.
      • …practises commenting on content produced by others.
    • The pupil knows how to use a touch screen pen appropriately.
    • …is familiar with different digital services intended for personal production and knows how to use them. The pupil is interested in editing images, videos and sound, and produces content independently.

    Grades 3–6

      • …is able to find saved or shared content. The pupil understands about the folder and file structure when this is required by the operating system.
      • …knows how to store and share content in a cloud service. The pupil knows how to send files if necessary.
      • …knows how to edit images, videos and sound and, this way, complete a work.
      • …knows how to produce text in digital environments. The pupil knows how to produce text for different purposes (multimodal texts).
      • …masters the basics of a word processing application.
      • …knows how to produce a simple animation.
      • …masters the basics of spreadsheets. …knows how to draw up a table and convert it into a diagram.
      • …masters the basics of presentation graphics. The pupil is able to draw up a presentation.
      • …knows how to edit content in a digital environment together with others.
      • …is able to comment and give feedback.
      • …understands the potential of 3D modelling and printing.
      • The pupil is familiar with and uses programs for editing images, video and sound. The pupil produces and shares edited content on different topics.
      • The pupil knows how to create a file for shared use and how to link other pupils to it.

    Grades 7–9

      • …is able to design a logical folder and file structure. The pupil knows where to find the content he or she needs.
      • …uses image and video processing software diversely.
      • …is able to use styles in text. The pupil finds the special characters he or she needs.
      • …knows how use an automatic referencing tool to make citations and a list of references.
      • …uses the diverse opportunities provided by digital environments in production.
      • …uses image and video processing software diversely.
      • …is able to use cell references, formulas and the most common functions of a spreadsheet program.
      • The pupil is able to draw up an appropriate diagram from statistical data by using a spreadsheet program.
      • …is able to draw up extensive, structured presentations using a presentation graphics program.
      • …knows how to take part in a joint production process of written or other content in a digital service.
      • The pupil knows how to select an appropriate image format for publishing and edit the resolution so that the file is suitable for publication.
      • The pupil knows how to keyword and use hashtags to organise content.
      • The pupil is able to propose improvements that make presentations easier to understand using the possibilities provided by digital services.

    Other competence descriptions

    Other competences