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Learning goals


FIRST® LEGO® League is a versatile, cross-curriculular experience, which utilizes educational robotics. FLL® offers the contents and assignments for the annual challenges, which are suitable for comprehensive school and hobby clubs. Previous experience on programming and robotics is in not required.

Guided by adult Coaches, FIRST LEGO League teams research a real-world problem such as food safety, recycling, energy, etc., and are challenged to develop a solution. They also must design, build, program a robot using LEGO MINDSTORMS® technology, then compete on a table-top playing field. The tournaments are also a great place for meeting other teams interested in science and technology, and having fun. FIRST® LEGO® League is a global program operated by local partner organizations responsible for each area's FLL-tournaments.


Age Range5-7, 8-10, 11-13, 14-16


Pricing Plans

One-Off Fee

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Certified by Education Alliance Finland

EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.
Progression and developement in FLL is fully based on the students' own activity. The students can set their own goals within the boundaries of FLL rules, the annual theme and the used technology platforms. The teacher's role is to coach the actions, but the students are in the core of setting goals and reflecting learning.
Success in the FLL challenge is based on the ability gain, understand and adapt knowledge in creative problem solving tasks. Activities in the challenge are very goal oriented, so the seeking and adapting new information guides towards learning new skills by doing.
The FLL challenge provides a setting for an unlimited, creative learning process. The project can be easily adjusted to the student's skill level. The competition gives clear goals and schedule for the learning activities.
Individual progress in the FLL Challenge is tied to team or group progress. Collaboration is a natural and essential part of all activities in the project and teaches the importance of teamwork. FLL is a global program, which provides a global community and resources to support the works of individual teams and national events.

Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

  • Select from and use a wider range of tools and equipment to perform practical tasks accurately
  • Encouraging the growth of positive self-image
  • Learning to face failures and disappointments
  • Encouraging to build new information and visions
  • Learning to combine information to find new innovations
  • Learning to build information on top of previously learned
  • Practicing to notice links between subjects learned
  • Practicing to notice causal connections
  • Learning to face respectfully people and follow the good manners
  • Enabling the growth of positive self-image
  • Understand and use mechanical systems in their products
  • Understand how key events and individuals in design and technology have helped shape the world
  • Apply computing and use electronics to embed intelligence in products that respond to inputs, and control outputs, using programmable components
  • Critique, evaluate and test their ideas and products and the work of others
  • Identify and solve their own design problems and understand how to reformulate problems given to them
  • Investigate new and emerging technologies
  • Participate successfully in an increasingly technological world
  • Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties
  • Understand how more advanced mechanical systems used in their products enable changes in movement and force
  • Understand how more advanced electrical and electronic systems can be powered and used in their products
  • Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologis
  • Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups
  • Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture
  • Learning decision-making, influencing and accountability
  • Learning to understand the meaning of rules, contracts and trust
  • Learning to listen other people’s opinions
  • Practicing to work with others
  • Practicing to give, get and reflect feedback
  • Practicing decision making
  • Learning to plan and organize work processes
  • Connecting subjects learned at school to skills needed at working life
  • Learning to acquire, modify and produce information in different forms
  • Practicing logical reasoning to understand and interpret information in different forms
  • Learning to plan and design own written content and textual representations
  • Practicing to use information independently and interactively
  • Practicing to find, evaluate and share information
  • Building common knowledge of technological solutions and their meaning in everyday life
  • Understanding and practicing safe and responsible uses of technology
  • Using technological resources for finding and applying information
  • Using technology as a part of explorative and creative process
  • Practicing logical reasoning, algorithms and programming through making
  • Understanding technological system operations through making
  • Using technology resources for problem solving
  • Learning to find the joy of learning and new challenges
  • Practicing persistent working
  • Encouraging students to be innovative and express new ideas
  • Practicing to use imagination and to be innovative
  • Creating requirements for creative thinking
  • Practicing strategic thinking
  • Learning to recognise and evaluate arguments and their reasonings
  • Practicing to plan and execute studies, make observations and measurements
  • Developing problem solving skills
  • Practicing to create questions and make justifiable arguments based on observations
  • Practicing to notice causal connections
  • Use a variety of approaches, to generate creative ideas and avoid stereotypical responses
  • Understand and use electrical systems in their products
  • Practicing communication through different channels
  • Practicing to set one's own learning goals
  • Practising to understand visual concepts and shapes and observe their qualities
  • Supporting the growth of environmental awareness
  • Practicing to argument clearly own opinions and reasonings
  • Practicing to take responsibility of one's own learning
  • Practicing to evaluate one's own learning
  • Practicing to express own thoughts and feelings
  • Practicing versatile ways of working
  • Practicing to find ways of working that are best for oneself
  • Using technology for interaction and collaboration (also internationally)
  • Practicing time management
  • Using technology to express one’s emotions and experiences
#15 in Robotics
Last updated 28th September 2022