Operating in media environments
Safety
Early childhood education
- Together, children discuss the right to protect one’s privacy and body. Children are told that they must be asked for permission if photos are taken or videos recorded of them and presented.
- Children learn to use media safely: an adult needs to agree to their media use, and they are advised to always seek help from an adult.
- The fact that some types of media content are suitable for children while others are not is discussed with the children. Age restrictions and their intended protective effect is highlighted. The staff talk to the children and guardians about safe media use for children.
Pre-primary education
- Children discuss the importance of privacy protection. They are reminded of everyone’s right to decide whether pictures of them can be taken and shared.
- Children are encouraged to discuss their media use with an adult, ask for help and turn to an adult if they are unsure about a situation.
- Children become familiar with the age restrictions indicated for media content and the purpose of age restrictions is discussed.
Grades 1–2
- The pupil knows why it is important to protect one’s privacy and personal data when using media environments. The pupil is able to say what can and what should not be shared online. The pupil becomes aware of phishing and the fact that it is possible to get inappropriate or unlawful contact requests on the internet.
- The pupil is able to give examples of some risk factors in media environments, such as online scams or identity thefts. The pupil understands that it is possible to increase safety through one’s own actions.
- The pupil knows what to do if they receive inappropriate messages or contact requests online from unknown people. The pupil knows they can to turn to a safe adult.
- The pupil recognises the age restrictions of video-based programmes and knows that applications and services, such as social media services, also have age restrictions. The pupil understands the purpose of age restrictions and respects them when using media content.
- The pupil understands the expectations and conflicts created by friendships with regard to compliance with age restrictions and reflect on their own actions from this point of view.
Grades 3–6
- The pupil knows about situations and factors that risk safety in media environments, such as hate speech, grooming and the unreliability of online identities. The pupil knows how one’s own safety can be improved.
- The pupil knows the important principles of privacy protection. The pupil knows what kinds of methods of protecting one’s personal data and privacy exist in media environments.
- The pupil is able to assess their skills that promote safety when using media environments and content.
- The pupil knows who to turn to at school or outside school if they encounter phenomena that put their safety at risk in media environments.
- The pupil is able to name the age restrictions of video-based programmes and the content symbols which describe them. The pupil is aware of the age restrictions of applications and services. The pupil knows why age restrictions are set and respects these.
- The pupil understands the expectations and conflicts related to adhering to age restrictions created by relationships with friends, and takes this into account in their activities.
Grades 7–9
- The pupil is aware of how their digital profile is created and is able to describe what kind of data different services such as search engines or social media collect, and what the data can be used for.
- The pupil understands the concepts of data protection and privacy protection. The pupil is able to protect their privacy and personal data by choosing what content to share in media environments on different channels and accounts.
- The pupil is able to describe what sexual harassment and hate speech in digital media are. The pupil is able to describe different ways of protecting themselves against these, and knows what to do if they experience harassment or hate speech.
- The pupil is able to assess their ability to impact their digital profile and their skills of improving their safety in media environments.
- The pupil becomes familiar with data protection in a context that is meaningful in young people’s life.
- The pupil knows parties they can turn to in situations that put their safety at risk in media environments.
- The pupil learns to pay attention to their own individual ways of experiencing media content and make choices when using content that age restrictions enable them to use.
Responsible use of media
Early childhood education
- Children learn to use media devices responsibly.
- Children learn what copyright is: everyone has the right to decide how their work is used. They are shown how work should be treated: the child’s name is written on his or her works, and permission for sharing the work is requested from the child. The children are aware of how copyright impacts their activities.
Pre-primary education
- Children discuss what kind of media devices they use themselves and how they are used responsibly.
- Good practices for using media devices and contents are drawn up together with the children.
- Copyright is discussed. The children understand that everyone has the right to have a say in how the content they have produced is handled.
Grades 1–2
- The pupil understands what are appropriate ways of using media devices and that their use can be agreed on in different situations.
- The pupil understands what kind messages it is appropriate to communicate and what kind of content to share. The pupil is aware that published pieces of content leave a trace and that content that has been published once may be spread further.
- The pupil understands that in media, they must try to act in a way that does not upset them or others. The pupil is able to give an example.
- The pupil is able to evaluate their own actions relating to media and their possible consequences for themselves and others. The pupil shows the necessary level of criticism towards the media behaviour of their peers.
- The pupil becomes familiar with copyright and understands why it is needed. The pupil knows that they cannot present content created by someone else as their own.
- The pupil knows the basic principles of copyrights and reflects on compliance with them as a media user.
- The pupil understands that some digital products in games, for example, may be subject to a charge and that there are different ways of getting players to commit to the game. The pupil understands that they must get their guardian’s agreement to use content.
Grades 3–6
- The pupil understands that the pieces of media content produced and published by them must not violate the rights of others and that publishing them must not lead to harmful consequences to the pupil themselves.
- The pupil knows what constructive activity in media environments is like and shows that they aim at that on the school’s communication platforms.
- The pupil is able to reflect on the effects and consequences of what they have published.
- The pupil knows the basic principles of copyright and the importance of adhering to them as a user and producer of media content. The pupil understands that they cannot present content created by others as their own, and practises citing sources.
- The pupil knows different CC licences for the free use of media content and their terms and conditions of use.
- The pupil reflects on their consumption of media content and the services they use from the point of view of copyrights. The pupil masters some ways of searching for media content that can be used freely and with a permission.
- The pupil is aware that some media content, such as games, is subject to a charge. The pupil is aware of the methods used in games to get the player to commit, and is able to take a critical view on this. The pupil understands that they must get their guardian’s agreement to use content.
Grades 7–9
- The pupil is able to reflect on the impact and consequences of the things they have published.
- The pupil knows that unlawful activities taking place in media environments, such as plagiarism, grooming, identity theft, defamation and serious online bullying, also fulfil the criteria of crimes and have consequences.
- The pupil understands their responsibility to not jeopardize the safety, rights and wellbeing of others with their communication and activities in media environments.
- The pupil is aware of how the carbon footprint of media devices and media use forms and of the responsibility and ethical aspects related the production of media devices.
- The pupil shows a sense of responsibility when operating in the school’s shared communication channels.
- The pupil is aware of both their own copyright and that of others, and is able to comply with it as a media user and producer. The pupil knows how to cite sources..
- The pupil is aware that some digital services are subject to a charge and that they have ways of getting users committed to the service, and they take this into account responsibly when operating in media environments.
Wellbeing
Early childhood education
- Children are encouraged to use diverse methods of expression when telling about the experiences and feelings they have had when using media.
- Using functional methods, the media is examined as part of children’s everyday life.
Pre-primary education
- The use of media contents is also examined as social activity and shared media experiences are discussed.
- The media in the children’s life and time management with regard media is discussed.
Grades 1–2
- The pupil recognises what in their own media use provides joy and what causes unhappiness. The pupil learns to take into account their own wellbeing when choosing media content.
- With guidance, the pupil examines their own use of media in the daily life. The pupil understands that media use must be controlled so that it will not take time away from other important things such as physical activity and sleep.
- The pupil is able to reflect on their media habits and describe some methods for sensible regulation of their media use.
Grades 3–6
- The pupil is able to describe media content and environments that are meaningful to them, and the positive significance of these. The pupil has the confidence to discuss and share positive experiences of media use with others.
- The pupil recognises when media use supports their own wellbeing and when it weakens it.
- The pupil is aware of their peers’ expectations regarding activities in media environments and media use. The pupil knows that, when using media, they can make choices independently of their peers.
- The pupil is able to make choices that support their wellbeing when using media.
Grades 7–9
- The pupil is aware of the psychological and social impacts of media content and operating in media environments and their influence on daily life management, such as the building of identity, body image, mental wellbeing, and on social relationships, the use of time and the amount of sleep.
- The pupil knows it must be possible to control one’s own media use. The pupil is able to make choices that support their wellbeing when using media.
- The pupil is able to reflect on wellbeing factors also from the point of view of the wellbeing of others and from the perspective of society.
Good interaction
Early childhood education
- The child is guided to friendliness and taking others into consideration in everyday situations. Children are guided in noticing the impact of their words, gestures and actions on others.
- Children learn and verbalise communication and themes related to it. Everyday communication situations are observed together. Communication is practised in play, for example.
Pre-primary education
- Children discuss and practise identifying what bullying and harassment mean and practice solving conflicts in a constructive manner.
- Children try communicating with the help of different kinds of media devices. The children are involved in everyday communication through media.
Grades 1–2
- The pupil is able to identify their feelings and regulate them in communication situations in media environments.
- The pupil understands the reciprocal nature of communication in media environments: one’s own communication influences the communication, feelings and actions of others.
- The pupil knows what online bullying, such as excluding from groups, spreading images and information without permission or spreading unfounded rumours of others, is like. The pupil knows that online bullying is not allowed and knows what to do when encountering bullying.
- The pupil develops their ability to put themselves into the position of another when producing and interpreting media messages. The pupil also aims at positive and constructive interaction in media environments.
- The pupil is able to use media devices for communication.
- The pupil understands that different methods of communication belong to different situations and environments, such as school and free time, and that the methods of communication can be agreed together.
- The pupil is able to select communication methods suitable for different contexts.
Grades 3–6
- The pupil expresses themselves constructively and in a way that is suitable for the situation in different media environments.
- The pupil understands their responsibility in preventing bullying in media environments and acts accordingly.
- The pupil is able to reflect on the effects and consequences of their own communication.
- The pupil is able to evaluate their interaction and communication skills in media environments and utilise the feedback they receive.
- The pupil gains courage to operate in interactive situations involving multiple forms of media that are new to them.
Grades 7–9
- The pupil cooperates with others in interactive situations online and is able to contribute to a positive media atmosphere in media environments. The pupil understands the importance of dialogue, i.e. listening and discussion in communication.
- The pupil recognises non-constructive communication phenomena in the social media, such as trolling, provocation and flaming, and knows how to react and what to do when coming across these phenomena.
- The pupil actively intervenes in the shortcomings of communication they encounter in media environments, such as bullying, inappropriate comments or publications, by reporting them and showing empathy towards those who have been wrongly treated.
- The pupil is able to communicate in media environments according to the situation, for example, by using standard language or colloquial language appropriately.
- The pupil aims to strengthen their positive image as a communicator: is able to explain their goals as a communicator and describe methods to achieve them.
- The pupil is able to give constructive feedback to others to improve communication.