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.

• Learning to build information on top of previously learned
• Connecting subjects learned at school to skills needed at working life
• Practicing versatile ways of working
• Practicing decision making
• Learning to plan and organize work processes
• Learning consumer knowledge and smart economics
• Encouraging positive attitude towards working life
• Enabling the growth of positive self-image
• Practicing to give, get and reflect feedback
• Practicing to express own thoughts and feelings
Practicing communication through different channels
Practicing to work with others
Encouraging to build new information and visions
Learning to face respectfully people and follow the good manners
Learning to combine information to find new innovations
Encouraging to build new information and visions
Practicing strategic thinking
Practicing to notice causal connections
Encouraging the growth of positive self-image
Learning to face failures and disappointments
Apply their understanding of computing to program, monitor and control their products.
Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
Investigate and analyse a range of existing products.
Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing].
Design purposeful, functional, appealing products for themselves and other users based on design criteria.
Critique, evaluate and test their ideas and products and the work of others.
Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
Practicing to notice causal connections
Developing problem solving skills
Practicing to use arts as a way to express
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Encouraging students to be innovative and express new ideas
Practicing to improvise
Practicing creative thinking
Creating requirements for creative thinking
Learning to find the joy of learning and new challenges
Practicing to find ways of working that are best for oneself
Practicing persistent working
Learning to notice causal connections
Practising visual recognition
Practicing categorization and classification
Practicing fine motor skills
Practicing memorizing skills
Using technology as a part of explorative process
Using technology for interaction and collaboration (also internationally)
Using technology to express one’s emotions and experiences
Using technology for interaction and collaboration
Practicing logical reasoning, algorithms and programming through making
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
Understanding technological system operations through making
Using technology resources for problem solving
Building common knowledge of technological solutions and their meaning in everyday life
Learning to plan and design own written content and textual representations
Practicing to find, evaluate and share information
Practicing to use information independently and interactively
Practising to understand visual concepts and shapes and observe their qualities
Learning to acquire, modify and produce information in different forms
Using technology as a part of explorative and creative process
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Produce creative work, exploring their ideas and recording their experiences.
Practicing to look things from different perspectives
Practicing to create questions and make justifiable arguments based on observations
Practicing to notice causal connections
Developing problem solving skills
Practicing to use arts as a way to express
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Encouraging students to be innovative and express new ideas
Practicing to improvise
Practicing creative thinking
Creating requirements for creative thinking
Learning to find the joy of learning and new challenges
Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture.
Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools.
Use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses.
Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations.
Identify and solve their own design problems and understand how to reformulate problems given to them.
Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.
Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Build structures, exploring how they can be made stronger, stiffer and more stable.
Evaluate their ideas and products against design criteria.
Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
Design purposeful, functional, appealing products for themselves and other users based on design criteria.
Critique, evaluate and test their ideas and products and the work of others.
Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
Practicing to plan and execute studies, make observations and measurements
Using technology as a part of explorative process
Understanding and practicing safe and responsible uses of technology
Using technology as a part of explorative and creative process
Understanding technological system operations through making
Using technology resources for problem solving
Practising to understand visual concepts and shapes and observe their qualities
Using technology as a part of explorative and creative process
Connecting subjects learned at school to skills needed at working life
Learning to plan and organize work processes
Encouraging positive attitude towards working life
Practicing to give, get and reflect feedback
Learning decision-making, influencing and accountability
Learning to listen other people’s opinions
Practicing to notice links between subjects learned
Learning to combine information to find new innovations
Encouraging to build new information and visions
Learning to build information on top of previously learned
Practicing to notice causal connections
Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups.
Produce creative work, exploring their ideas and recording their experiences.
Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
Design purposeful, functional, appealing products for themselves and other users based on design criteria.
Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space.
Learning to find the joy of learning and new challenges
Using technology as a part of explorative and creative process
Practicing to look things from different perspectives
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Encouraging students to be innovative and express new ideas
Practicing creative thinking
Creating requirements for creative thinking
Using technology as a part of explorative and creative process
Encouraging to build new information and visions
Learning to combine information to find new innovations
Encouraging to build new information and visions
Learning to build information on top of previously learned
Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools.
Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations.
Identify and solve their own design problems and understand how to reformulate problems given to them.
Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.
Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.
Build structures, exploring how they can be made stronger, stiffer and more stable.
Evaluate their ideas and products against design criteria.
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