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.

• Use a variety of approaches, to generate creative ideas and avoid stereotypical responses
• K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
• K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
• K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
• 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
• 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
• 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
• 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
• Identify and solve their own design problems and understand how to reformulate problems given to them
• Investigate new and emerging technologies
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Learning to plan and organize work processes
Practicing decision making
Practicing versatile ways of working
Practicing to notice causal connections
Learning to build information on top of previously learned
Learning to combine information to find new innovations
Encouraging to build new information and visions
Practicing to create questions and make justifiable arguments based on observations
Developing problem solving skills
Practicing to plan and execute studies, make observations and measurements
Practicing creative thinking
Practicing to use arts as a way to express
Practicing persistent working
Practicing to find ways of working that are best for oneself
Practicing to evaluate one's own learning
Using technology resources for problem solving
Understanding technological system operations through making
Using technology as a part of explorative and creative process
Building common knowledge of technological solutions and their meaning in everyday life
Select, use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
Evaluating and applying information technology, including new or unfamiliar technologies, analytically to solve problems
Using information technology to create programs, systems and a range of content
Use sequence, selection, and repetition in programs; work with variables and various forms of input and output.
Use logical reasoning to predict the behaviour of simple programs.
Recognise common uses of information technology beyond school.
Understand and use electrical systems in their products
Understand and use mechanical systems in their products
Apply computing and use electronics to embed intelligence in products that respond to inputs, and control outputs, using programmable components
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