Inquiry-based work and production
Co-creation processes
Early childhood education
- Children are encouraged to shared exploration and experimenting with technology. They learn to tell about their thoughts and observations and practise acting in different roles.
Pre-primary education
- Children are guided in solving problems and assignments by reflecting and experimenting together. Children practise presenting their ideas to others and divide tasks to implement a joint project.
Grades 1–2
- The pupil can present their ideas, listen to others and try out solutions in a group, as well as take turns in the different roles in teamwork related to programming.
Grades 3–6
- The pupil can describe their thinking in different ways, take the views of others into account and work persistently to achieve a shared goal in a programming project.
Grades 7–9
- The pupil understands different roles in groups and different ways of collaborating, works reciprocally and participates actively in programming projects.
- The pupil is able to share their own programmed products to be used by others, and can make use of the products of others in a responsible way.
Creative production
Early childhood education
- Children’s experiences related to technology are broadened by examining the operating principles of everyday machines and devices. They invent and build devices of their own and produce creative solutions, and present these to others.
- Children play different games and explore their properties together. Familiar play and existing games are modified with the children by inventing new rules, tasks or ways to proceed.
Pre-primary education
- By searching for information from different sources, the children familiarise themselves with devices that take advantage of robotics. They plan and build devices and robots of their own from different materials and describe their purpose and operating principles to others.
- Functional and narrative environments using gameful elements such as rules, counting points and time limits are designed and implemented with the children. Children generate ideas for game characters of their own.
Grades 1–2
- The pupil is able to build models of different things according to instructions while creatively carrying out their own ideas. The pupil presents and shares his or her ideas with others.
- The pupil is able to work on a digital product containing a narrative or elements of gaming using animation or simple programming under guidance or in collaboration with others.
Grades 3–6
- The pupil is able to use their own observations, measurements or sensors in their products and combine them with robotics. The pupil refines existing solutions by practising iterative working, i.e. repeated idea generation, doing, testing and further development.
- The pupil is able to identify aspects of programming in animations and games.
Grades 7–9
- The pupil is able to collaborate with others to design and implement a solution in which some kind of sensor-based solution and robotics or automation is used.
- The pupil is able to design and create a game, simulation or application that solves some kind of problem related to school or the student’s personal life.
Programming as a tool for learning
Early childhood education
- The thinking and cooperation skills required in programming are practised broadly in all activities and different areas of learning: children wonder about, familiarise themselves with, experiment with and gain experiences of technology and use of technology.
Pre-primary education
- Children gain experience of creative activity and expression through technology and carry out playful tasks by using different models and instructions, as well as equipment and devices controlled with commands.
Grades 1–2
- The pupil is able to process the content of different subjects by using operating practices and tools related to programming playfully and through experimentation.
Grades 3–6
- The pupil is able to use working methods and tools related to programming for creative expression and their own production, as well as for exploring and explaining various phenomena and topics in different subjects and units.
Grades 7–9
- The pupil is familiar with technological applications related to different subjects and is able to explain their operating principles. The student is able to use methods related to programming in all subjects.
Practical skills
Early childhood education
- Children observe how instructions are given in different situations.
Pre-primary education
- Children experiment with giving commands, where possible using a device or application that can be programmed.
Grades 1–2
- The pupil is able to steer a programmable device or an individual character in an application or online task.
Grades 3–6
- The pupil is able to use a graphic programming environment and can use it to create their own programme, animation or game.
Grades 7–9
- The pupil is able to programme programs in different environments and is familiar with the basics of one text-based programming language.