Early childhood education
- Children’s verbal, visual and physical expression in media production is supported using diverse methods.
- Children generate ideas and create different kinds of media content, such as digital storytelling, sound recordings or drawings, through experimentation.
- Children engage in play and games related to media production together. For example, children draw up a report on everyday events.
- Children familiarise themselves with different media devices, digital applications and programs, wonder about them together and use them in a playful manner, experimenting them in content production.
- Children participate in the different stages of media production: generation of ideas together, creative implementation and appreciative examination of the finished product.
- Children are supported in verbal and visual expression within media production.
- Pieces of media content such as animations, images, videos, digital books or self-made music are prepared through experimentation together with the children.
- Children use different media devices, applications and programs in producing media content.
- Children participate in the different stages of production together: design, experimental and playful implementation, and appreciative examination of the finished product. The different stages are verbalised with the children.
- The pupil prepares some kind of simple creative media content under guidance, such as a digital story or a video.
- The pupil is able under guidance to use the required media devices, applications and programs to produce media content.
- With guidance, the pupil uses text, images, moving images or sound in their own production and utilises them as means of expression and narration.
- The pupil is able to use the required media devices, applications and programs to produce media content.
- The pupil designs and creates media content under guidance with other pupils. The pupil evaluates the production by discussing its meaningful and challenging stages and the lessons learned with others.
- The pupil practises giving constructive feedback on the work of others and to receive feedback.
- With guidance, the pupil produces some kind of creative media content, such as an animation or short film.
- The pupil uses means of verbal, visual and auditive expression and narration, such as the plot structure, camera angles and the sound world in making media content.
- The pupil is able to use different kinds of media equipment and the required applications and programs, such as layout and editing software, when creating and editing media content.
- The pupil combines text, images, moving image and sound in a varied and creative way in their own media production..
- The pupil can give some justifications for selecting a specific form of media presentation for expressing themselves.
- The pupil tries to use augmented reality in their own media production under guidance.
- The pupil tries programming in the production of media content. Under guidance, the pupil creates for example a programmed story or designs and creates a simple digital game.
- The pupil understands the different stages in production of media content and is able to verbalise them. The pupil prepares a piece of media content together with others and evaluates the stages of the production process and the final product.
- The pupil takes into account the target group and the possible publishing context when preparing media content.
- The pupil broadens their skills in creating different kinds of media content. Under guidance, the pupil prepares a type of media content that is new to them, such as a film trailer, a podcast or media art, or modifies a digital game.
- The pupil uses images, written text, moving images, sound and combinations of these in varied ways to produce media content as methods of expression and storytelling. The pupil develops their personal expression.
- The pupil broadens their competence in producing different pieces of media content according to their interest.
- The pupil deepens their skills in using media devices, applications and software when creating visual, audio-visual and audio media content.
- The pupil uses programming or augmented reality under guidance to produce some kind of media content.
- The pupil familiarises themselves with new media devices, applications and software and starts to use them when producing media content.
- The pupil uses programming or augmented reality to produce media content.
- The pupil creates media content with others in a creative way using experimentation and imagination. The pupil evaluates the production process and identifies strengths and areas of improvement.
- The pupil takes into account the purpose, target group and possible publishing context when designing and implementing media content.
Early childhood education
- Children’s rights and opportunities to become involved in shared issues. Children are encouraged to tell about their thoughts in shared generation of ideas and in decision-making. Media is used to help.
- Children are involved in pedagogical documentation both when the presentation method is selected and in shared production.
- Children learn that they have the right and opportunity to become involved in shared issues. Media devices are used in varied ways as tools for expressing children’s thoughts and opinions in the shared everyday planning and decision-making.
- Children create a piece of media content together which expresses their views or wishes or aims to impact on a shared issue.
- The pupil expresses their thoughts and opinions through media.
- The pupil expresses an opinion through the media content they have created and gives a justification for it.
- The pupil produces a simple piece of media content under guidance which aims to influence, such as an advertisement.
- With guidance, the pupil uses one of the ways of influencing, such as repetition or humour.
- The pupil is able to use media presentations to express and justify their opinions.
- The pupil is able to justify their opinions and take a constructive stand on the points of view others have presented.
- The pupil produces some kind of media content under guidance which expresses an opinion or influences, such as a review, video tip, opinion piece, vlog or poster.
- The pupil is able to use some linguistic and visual methods of influencing.
- The pupil is able to describe some of the ways of influencing through the media, such as publishing an opinion or a social media campaign.
- Together with others, the pupil draws up some kind of media content related to everyday life and aimed at influencing.
- The pupil justifies their opinion and presents it in a constructive way. The pupil is able to comment constructively on views, even differing ones, that others have presented. The pupil practises argumentation.
- The pupil is able to assess their own argumentation and that of others.
- The pupil learns to create a piece of media content that expresses views, takes a stand or influences, such a blog post, or plans a subvertising or social media campaign.
- The pupil is able to select different means of expression and forms of media presentation for influencing, while taking into account the target group and the publishing platform.
- The pupil uses means of influencing deliberately, providing justifications.
- With guidance, the pupil uses their knowledge of text types in choosing the structure and style of expression when producing content aimed at influencing.
- The pupil reacts to an opinion by drawing up a response or by commenting content that takes a stand or an online news item.
- The pupil applies their communication and influencing skills in everyday life, for example, in the school’s activities.
Communication of information
Early childhood education
- Children explore and wonder about the production of fictional and truthful media contents together, for example, by taking and editing photos.
- Children are involved in retelling and sharing information, such as communicating about events in everyday life.
- Children examine how fictional and truthful media content is created and what the difference between them is. For example, they prepare stories or a report on everyday life.
- Information is presented with the help of media, for example, as recorded sound, a presentation of digital images or a video.
- The pupil creates a simple piece of media content which conveys information, such as a news image or a caption, under guidance.
- The pupil understands the different ways of producing factual and fictional media content through their own work, for example by trying out the green screen technique.
- The pupil creates a simple piece of media content in text form which relays information, such as a short online news article, under guidance.
- The pupil uses a media presentation, for example on a digital platform used by the class, under guidance to present and convey information they have found.
- The pupil presents information they have compiled through a simple piece of media content.
- The pupil uses their own work to examine how journalistic content is created. Under guidance, the pupil creates some kind of journalistic media content which communicates information, such as a news report or sports commentary..
- The pupil examines the stages of producing, presenting and communicating information through their own work.
- The pupil presents and conveys information they have compiled with the help of media. The pupil selects a suitable form of media presentation under guidance..
- The pupil constructively, but also critically, evaluates the factual media content produced by themselves and others..
- The pupil knows how to make a media content that communicates information, such as a report, press release, documentary, article or social media publication. The pupil uses an appropriate structure, genre and method of expression.
- The pupil masters the genres of different media so that they can communicate essential information about the same phenomenon in several different ways.
- The pupil is able to illustrate information by means of the media, for example, using graphics or animation.
- The pupil evaluates their production and presentation of information critically and understands their responsibility in communicating information in the social media, for example.
- The pupil understands the effect of algorithms in the communication of information in the media and is able to give examples related to it.
Own media production
Early childhood education
- Children are supported in creating a positive image of themselves as media producers. They are encouraged to create media content in a playful and experimental way. The products are appreciated.
- Children are encouraged to come up with their own initiatives within media production. They play games together based on events from TV series, games, videos and films. The children’s different interests are acknowledged.
- Children are encouraged to playful and experimental production of media content. The group will work together to find ways for everyone to participate and gain positive experiences of media production.
- Media content familiar to children, such as characters from TV series, events from films or the course of events in games, are used as inspiration for creative expression.
- The pupil finds meaningful ways to produce media content and has the confidence to create media content independently and together with others.
- The pupil encourages their peers to engage in the methods of production they finds meaningful, while also respecting the freedom of choice and individual topics of interests in producing content.
- The pupil understands that issues related to the potential publication of media works should also be discussed with adults, especially the guardians, to protect the pupil’s own rights and those of others.
- The pupil estimates what kind of consequences the publishing of a media content they have produced might have to them or to others.
- The pupil is able to describe methods that they find meaningful for producing media content, the stages of media production and the importance of producing content. The pupil is able to describe their strengths and areas in which they would like to improve.
- The pupil discusses media production with peers. The pupil encourages their peers to engage in the methods of production they find meaningful, respecting the freedom of choice.
- The pupil has the confidence to guide their peers in making some kind of meaningful media content that is natural for them.
- The pupil understands that they are personally responsible for the media content they make and share.
- The pupil estimates on what kind of platforms pieces of media content could be published and is able to reflect on the good and bad consequences of publishing them. The pupil understands that a permission is required from everyone to publish shared products.
- The pupil names and justifies methods of producing and publishing media content that is meaningful to them and finds new methods through experimentation.
- The pupil is able to describe their role as a media producer and identify strengths and areas in which they want to improve.
- The pupil learns to notice the strengths of peers in production and to give encouraging feedback.
- The pupil discovers different contexts in which their skills in producing media content can be used.
- The pupil estimates in what kind of environments and platforms their own pieces of media content could be published. The pupil is aware that publications are evaluated and commented on in many ways and is able to describe appropriate ways to react.
- The pupil is able to describe a way in which young people can use media to participate in the public debate and culture production.