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.
Responsible use of media
Early childhood education
- …the staff discuss the use of digital environments and the operating practices with guardians.
- …the staff inform the guardians about the processing of personal data in early childhood education and care (including in Varda) following instructions issued by the ECEC provider.
- …the staff take care of privacy protection when publishing pictures and works produced by the children.
- …the staff agree on taking and publishing pictures and publishing the children’s products with the guardians.
- …the digital services used are discussed with children in the context of pedagogical documentation.
- …the child is asked for permission before his or her pictures and products are published. Children learn that permission is required to take a photo and publish it.
- …the staff ensure that all guardians have access to information in digital environments. A difference is made between official and informal communication.
- …children familiarise themselves with children’s digital world and its current phenomena.
- …children are only offered content suitable for their age and level of development.
- …the staff inform the guardians about the processing of personal data in pre-primary education (including in Koski) following instructions issued by the pre-primary education provider.
- …copyrights and the fact that permission is always required to use content produced by someone else are discussed.
- …safe digital services are used to support interaction.
- …sustainable technology use and the fact that the renewal and use of technology consume natural resources are discussed with the children.
- …learns to operate responsibly and complies with the rules.
- …understands that it is good manners to ask a person’s permission before he or she is photographed. The pupil understands that the image cannot be published without permission.
- …familiarises himself or herself with the principles of copyrights and understands what they mean in practice.
- …understands what author, piece of work, right and copyright mean.
- …practises searching for and using material.
- …children practise using interactive digital services in a safe environment.
- …with guidance, is able to evaluate the reliability of information and information sources.
- …practises recognising commercial content in a multimedia environment.
- The pupil sets an example to encourage others to act responsibly.
- …knows what responsible operation means. The pupil acts responsibly and in compliance with the rules in digital services.
- …is familiar with the basic principles of copyrights and understands the importance of respecting them.
- …masters the basic principles of the CC (Creative Commons) licence system and complies with them.
- …familiarises himself or herself with and uses interactive digital services in a safe environment, paying attention to the age limit.
- …understands the impacts that choices related to technology use have on a sustainable future.
- …practises source criticism. The pupil learns to evaluate the reliability of information and information sources.
- …practises referring to sources and indicating them.
- …identifies different text types in a multimedia environment.
- …identifies ethical and moral issues related to technology.
- The pupil is interested in the lifecycle of devices and circular economy related to technology.
- The pupil shows interest in acting responsibly in digital environments.
- …is familiar with copyrights. The pupil complies with the Copyright Act and knows the consequences of violating it.
- …understands business related to copyrights.
- …applies the CC (Creative Commons) licensing system or similar. The pupil is also aware of the existence of other licensing systems.
- …knows the ways search engines and databases operate and produce information.
- …understands the opportunities and risks related to technology in a global world.
- …uses social media applications in compliance with their age limits and understands his or her responsibility related to using them.
- …understands the importance of social media for individuals and society.
- …is aware of the impacts that technology use and his or her choices have on the environment. The pupil strives for a sustainable future through his or her personal actions.
- …reflects on and discusses ethical and moral issues related to technology.
- …knows how to cite sources appropriately.
- The pupil recognises not only copyrights but also patents, trademarks and industrial design rights and understands the rights associated with them.
- The pupil knows how to report any harmful or dangerous content they see online to the maintainer of the service.
- Within the age limits, the pupil knows how to take advantage of the opportunities provided by social media in studying.
Early childhood education
- …the staff are familiar with data protection and information security instructions and comply with them.
- …the staff respect the child’s privacy in digital environments.
- …the staff know what non-disclosure for personal safety reasons means and are able to explain to families how data subject to an order of non-closure are processed following instructions issued by the ECEC provider.
- …special attention is paid to security in familiarisation with digital services.
- …children are encouraged to tell someone about their experiences in digital services.
- …children’s initiatives concerning the digital world are taken onboard and discussed.
- …children practise their developing critical literacy.
- …age limits and their significance are discussed with the children, and they are familiarised with the symbols that provide guidance.
- …children are familiarised with operating safely in digital services. Children learn the basic principles of safe action.
- …children learn what to do if they encounter a problem in a digital service.
- …passwords and usernames and the reason why they must not be shared are discussed with the children.
- …the nature and reliability of information found online is discussed and evaluated with the children.
- …learns how to operate safely in digital services. The pupil knows what to do when he or she needs help.
- …uses the digital environments provided by the school following instructions.
- …familiarises himself or herself with the privacy settings of applications and understands their importance.
- …is able to report any security-related experiences he or she has had in digital services.
- …understands the concept of a user account. The pupil understands the importance of usernames and passwords in everyday life.
- …understands that a password expires and must be changed. The pupil is familiar with the characteristics of a strong password.
- …knows the practices of using any devices in shared use.
- …understands the nature of information found online. The pupil understands that anyone can produce online content.
- …is familiar with age limits. The pupil understands the purpose of age limits and observes them.
- The pupil is familiar with and uses different methods of identification.
- …knows how to operate safely in different digital services.
- …practises safe use of personal data online.
- …knows how to modify the privacy settings in the digital services used on a daily basis.
- …is aware of the ways in which digital services collect data. The pupil understands that he or she can personally influence the data collected on himself or herself.
- …recognises possible risk situations in digital services and reports them.
- …can independently create a strong password. The pupil understands that the same password must not be used in several different services.
- …practises the management of passwords and other identification methods.
- …understands the importance of device maintenance and updates.
- …knows what to do if he or she encounters an online scam attempt.
- …knows how to check the age limits of the services he or she uses.
- …understands the influence different digital contents have on him or her. The pupil learns to select content that promotes wellbeing.
- The pupil is interested in the security of digital services and shows initiative in paying attention to security. The pupil understands special features related to the security of digital services.
- …knows how to protect his or her privacy and the privacy of others. The pupil knows how to restrict the processing of his or her personal data in digital services.
- …is aware of information security risks and knows what to do if security has been breached.
- …understands the principles of personal data use and observes the instructions concerning data protection and information security in his or her work.
- …understands the purpose and the main principles of the EU’s General Data Protection Regulation and the Data Protection Act.
- …knows the basics of technical information security and understands the basic principles of malware protection.
- …knows how to protect his or her data and files from loss or destruction and to back them up.
- …knows what browser cache, cookies, private browsing mode and browsing history mean and is able to use them.
- …understands the influence exerted on people’s behaviour in digital services.
- …is aware that people are profiled based on data collected by digital services. The pupil is aware that this data may be used for different purposes.
- …understands his or her right to control, use and disclose data collected on him or her. The pupil understands the significance of personal active agency in data management.
- …knows what to do in problem situations that occur in digital environments.
- …is able the handle topical phenomena related to the safe use of technology.
- …knows how to work with a password manager that may be in use.
- …knows how to manage the access rights of files.
- …understands the effect of digital content on alertness, sleep and brain activity. The pupil selects content that promotes wellbeing.
- …understands the commercial and political motives behind influencing that takes place in digital services.
- The pupil knows how to install and temporarily disable virus protection or a firewall.
- The pupil understands the differences between operating systems from the point of view of data security.
- The pupil knows how to improve his or her information security in problem situations.
- The pupil knows the differences between different methods of identification and their levels of information security.
Early childhood education
- …the content offered to the children is of a high quality from the point of view of both user-centredness and pedagogy.
- …digital environments that encourage physical activity are favoured.
- …devices and digital environments that are suitable for children are used with the children.
- …the staff ensure that the hardware and devices are available to the children in a way that encourages them to use them in playing and learning.
- …the child’s attention is drawn to taking breaks while working and to good working postures.
- …children stretch, exercise and take physical activity often and regularly.
- …children learn to pay attention to the quality and volume of sound.
- …children learn to pay attention to lighting and the brightness of the display and to adjust them.
- …children gather experiences of sustained work in digital environments.
- …practises using digital environments that increase physical activity.
- …practises using digital environments that increase physical activity.
- …practises taking breaks while working and having physical activity breaks.
- …practises healthy working postures.
- …knows how to adjust his or her workstation correctly to the extent that this is possible.
- …practises working in a goal-oriented manner in digital environments.
- …knows how to adjust the brightness, resolution and colour of the display and the volume.
- …finds out about suitable lighting.
- The pupil knows how to select the best tool and place for working from the point of view of ergonomics.
- The pupil is interested in technology that encourages physical activity.
- …uses digital environments that increase physical activity.
- …understands the importance of ergonomics for wellbeing in daily work.
- …is able to choose a good working posture and varies it as necessary.
- …is able to choose a suitably long period of time for working.
- The pupil knows how to find aids that improve ergonomics and understands their importance.
- …is able to take into account the different aspects of ergonomics in his or her work.
- …recognises when he or she is getting tired and is able to take breaks from work.
- …is able to focus his or her work in a goal-oriented and sustainable way in digital environments.
- …is able to use different ease of access and accessibility tools in digital environments.
- The pupil knows how to use the different input and control methods of devices. The pupil knows how to activate a suitable input and control method for the situation.
- The pupil knows how to activate and disable ease of use and accessibility options.
- The pupil knows how to change the mouse cursor speed, the sensitivity of the touch screen and other control settings.