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.

• Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.
• Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
• Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language
• Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support.
• Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations.
• Learning to understand people, surroundings and phenomenons around us
• Practicing to use foreign language as a communication tool
• Practicing to observe spoken and written language
• Encouraging to build new information and visions
• Learning to build information on top of previously learned
Using technology as a part of explorative process
Learning to understand and interpret diverse types of texts
Learning about different countries and their characteristics
Encouraging to build new information and visions
Learning to understand and interpret diverse types of texts, from vernacular to academic
Learning about different languages
The solution is inline with CEFR framework for second language learning and includes content for CEFR levels.
Can control a narrow vocabulary repertoire dealing with concrete everyday needs.
Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.
Can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology.
Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms.
Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task.
Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.
Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events.
Practicing to take responsibility of one's own learning
Practicing to observe spoken and written language
Practicing memorizing skills
Using technology as a part of explorative process
Using technological resources for finding and applying information
Building common knowledge of technological solutions and their meaning in everyday life
Learning to understand and interpret diverse types of texts
Learning to understand and interpret diverse types of texts, from vernacular to academic
Practicing versatile ways of working
Enabling the growth of positive self-image
Practicing to use foreign language as a communication tool
Encouraging to build new information and visions
Supporting student to build their own linguistic and cultural identity
Learning about different languages
Getting familiar with different cultures
Learning to build information on top of previously learned
Can follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular words and phrases.
Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task.
Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.
Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.
Can follow many films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language.
Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech.
Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.
Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning.
Has a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his everyday life such as family, hobbies and interests, work, travel, and current events.
Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.
Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.
Learning to find the joy of learning and new challenges
Practicing to evaluate one's own learning
Practicing to set one's own learning goals
Practicing to take responsibility of one's own learning
Practicing to find ways of working that are best for oneself
Practicing persistent working
Practising visual recognition
Practicing to observe spoken and written language
Practicing categorization and classification
Practicing memorizing skills
Practicing letters, alphabets and written language
Using technology as a part of explorative process
Using technological resources for finding and applying information
Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry etc
Can spell his/her address, nationality and other personal details.
Can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly.
Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.
Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.
The solution is inline with CEFR framework for second language learning and includes content for all CEFR levels.
Learning the basics of spelling
Learning to understand and interpret diverse types of texts
Learning to understand and interpret diverse types of texts, from vernacular to academic
Practicing logical reasoning to understand and interpret information in different forms
Practicing to use foreign language as a communication tool
Learning about different countries and their characteristics
Learning about cultural aspects and to respect different cultures
Encouraging to build new information and visions
Supporting student to build their own linguistic and cultural identity
Learning about different languages
Getting familiar with different cultures
Learning to understand people, surroundings and phenomenons around us
Learning to face respectfully people and follow the good manners
Encouraging to build new information and visions
Can give a short, rehearsed presentation on a topic pertinent to his everyday life, briefly give reasons and explanations for opinions, plans and actions.
Can cope with a limited number of straightforward follow up questions.
Can deliver very short, rehearsed announcements of predictable, learnt content which are intelligible to listeners who are prepared to concentrate.
Can describe people, places and possessions in simple terms.
Can describe his/her family, living conditions, educational background, present or most recent job.
Can explain what he/she likes or dislikes about something.
Can use simple descriptive language to make brief statements about and compare objects and possessions.
Can describe plans and arrangements, habits and routines, past activities and personal experiences.
Can give short, basic descriptions of events and activities.
Can tell a story or describe something in a simple list of points. Can describe everyday aspects of his environment e.g. people, places, a job or study experience.
Can produce simple mainly isolated phrases about people and places.
Can read a very short, rehearsed statement - e.g. to introduce a speaker, propose a toast.
Can describe him/herself, what he/she does and where he/she lives.
Can understand simple instructions on equipment encountered in everyday life - such as a public telephone.
Can understand regulations, for example safety, when expressed in simple language.
Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events.
Can understand everyday signs and notices: in public places, such as streets, restaurants, railway stations; in workplaces, such as directions, instructions, hazard warnings.
Can locate specific information in lists and isolate the information required (e.g. use the "Yellow Pages" to find a service or tradesman).
Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables
Can understand short simple personal letters.
Can understand basic types of standard routine letters and faxes (enquiries, orders, letters of confirmation etc.) on familiar topics
Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.
Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language
Can follow short, simple written directions (e.g., to go from X to Y)
Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support.
Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations.
Can understand short, simple messages on postcards
Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.
Can follow changes of topic of factual TV news items, and form an idea of the main content.
Can identify the main point of TV news items reporting events, accidents etc. where the visual supports the commentary.
Can understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly.
Can understand simple directions relating to how to get from X to Y, by foot or public transport.
Can catch the main point in short, clear, simple messages and announcement.
Can generally identify the topic of discussion around her that is conducted slowly and clearly.
Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated.
Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated.
Can understand instructions addressed carefully and slowly to him/her and follow short, simple directions.
Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning.
Can socialise simply but effectively using the simplest common expressions and following basic routines
Has a sufficient vocabulary for coping with simple survival needs.
Has a sufficient vocabulary for the expression of basic communicative needs.
Has sufficient vocabulary to conduct routine, everyday transactions involving familiar situations and topics.
Can handle very short social exchanges, using everyday polite forms of greeting and address. Can make and respond to invitations, invitations, apologies etc
Can perform and respond to basic language functions, such as information exchange and requests and express opinions and attitudes in a simple way.
Can write with reasonable phonetic accuracy (but not necessarily fully standard spelling) short words that are in his/her oral vocabulary.
Can copy short sentences on everyday subjects - e.g. directions how to get somewhere
Pronunciation is generally clear enough to be understood despite a noticeable foreign accent, but conversational partners will need to ask for repetition from time to time.
Can control a narrow vocabulary repertoire dealing with concrete everyday needs.
Uses some simple structures correctly, but still systematically makes basic mistakes - for example tends to mix up tenses and forget to mark agreement; nevertheless, it is usually clear what he/she is trying to say.
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