Media literacy in pre-primary education

In pre-primary education, the pathway of media literacy continues through shared exploration, insights and playful experimentation. Experiences of the media become more diverse and children have an active role as media users and producers. The world is examined and insight into matters is gained though the media. At the same time, children learn to understand what is fiction and what is true. Together, children examine what the media contents they find meaningful are like and explore the media in their everyday life. Safe media use and age restrictions are discussed with the children. Children are encouraged to experimental media production, rich use of imagination and creative media expression together with others. Children also use the media together for communication, and the development of communication skills is supported by practising good everyday interaction in which others are taken into account.

Interpretation and evaluation of media
Media production
Operating in media environments

1. Interpretation and evaluation of media

The main area of Interpretation and evaluation of media encompasses skills in understanding and interpreting different media contents and evaluating them and the activities and influence of media in a critical manner. Media skills also include examining one’s personal media use. The descriptions are grouped under four sub-areas: Interpretation of media content, Understanding the influence of media, Media as a source of information, and Personal use of media.

Interpretation of media content

Pre-primary education

• Children experience a wide variety of different media content such as news, media art, films and music suitable for children. Together, they use media content that includes written text.
• Children study the difference between fictional and truthful media content, for example, by examining children’s programmes and news suitable for children.
• Children learn to understand the media as content produced and selected by people.
• Children learn to understand media contents. They process events and characters of fairy tales, games and children’s programmes by means of different methods of expression and are encouraged to produce their own interpretations.

Understanding the influence of media

Pre-primary education

• Children reflect on the media’s influence on thinking and actions, such as information and games.
• Children learn to understand that media can create impressions and generalise things. Children examine the ways of presenting fairy-tale and animal characters or genders in children’s programmes and films.
• Children explore advertising in the nearby environment and reflect on the link between advertisements and consumption.

Media as a source of information

Pre-primary education

• Children use media in varied ways to find and structure information in everyday situations.
• Children contemplate and assess whether the information they have found is usable.

Personal use of media

Pre-primary education

• Children’s own media use is examined. Children discuss different media use situations and how the media are used in different ways alone or together.
• Media content meaningful to children is examined without evaluating it and children are encouraged to tell about it using diverse methods of expression. Children reflect on why it is meaningful.
• Children understand that different people experience and use media in different ways. Children are encouraged to discuss their experiences of media use and compare them with one another.

2. Media production

The main area of Media production encompasses skills in producing media contents for different purposes, such as self-expression, communication of information, or involvement. Media skills also include examining one’s own media production. The descriptions are grouped under four sub-areas: Creative expression, Involvement, Communication of information, and Own media production.

Creative expression

Pre-primary education

• Children are supported in verbal and visual expression within media production.
• Pieces of media content such as animations, images, videos, digital books or self-made music are prepared through experimentation together with the children.
• Children use different media devices, applications and programs in producing media content.
• Children participate in the different stages of production together: design, experimental and playful implementation, and appreciative examination of the finished product. The different stages are verbalised with the children.

Involvement

Pre-primary education

• Children learn that they have the right and opportunity to become involved in shared issues. Media devices are used in varied ways as tools for expressing children’s thoughts and opinions in the shared everyday planning and decision-making.
• Children create a piece of media content together which expresses their views or wishes or aims to impact on a shared issue.

Communication of information

Pre-primary education

• Children examine how fictional and truthful media content is created and what the difference between them is. For example, they prepare stories or a report on everyday life.
• Information is presented with the help of media, for example, as recorded sound, a presentation of digital images or a video.

Own media production

Pre-primary education

• Children are encouraged to playful and experimental production of media content. The group will work together to find ways for everyone to participate and gain positive experiences of media production.
• Media content familiar to children, such as characters from TV series, events from films or the course of events in games, are used as inspiration for creative expression.

3. Operating in media environments

The main area of Operating in media environments encompasses skills in acting safely and responsibly within the media and different digital media environments, while promoting not only one’s own wellbeing and rights but also those of others. Media skills also include interaction and communication skills. The descriptions are grouped under four sub-areas: Safety, Responsible use of media, Wellbeing, and Good interaction.

Safety

Pre-primary education

• Children discuss the importance of privacy protection. They are reminded of everyone’s right to decide whether pictures of them can be taken and shared.
• Children are encouraged to discuss their media use with an adult, ask for help and turn to an adult if they are unsure about a situation.
• Children become familiar with the age restrictions indicated for media content and the purpose of age restrictions is discussed.

Responsible use of media

Pre-primary education

• Children discuss what kind of media devices they use themselves and how they are used responsibly.
• Good practices for using media devices and contents are drawn up together with the children.
• Copyright is discussed. The children understand that everyone has the right to have a say in how the content they have produced is handled.

Wellbeing

Pre-primary education

• The use of media contents is also examined as social activity and shared media experiences are discussed.
• The media in the children’s life and time management with regard media is discussed.

Good interaction

Pre-primary education

• Children discuss and practise identifying what bullying and harassment mean and practice solving conflicts in a constructive manner.
• Children try communicating with the help of different kinds of media devices. The children are involved in everyday communication through media.

Media literacy in grades 1–2

In media literacy in grades 1 and 2, pupils examine and produce stories and learn how to use the media safely. Pupils familiarise themselves diversely with media contents and their experience is extended to texts. Pupils learn to understand and interpret the stories, images and sound world conveyed by the media. Pupils produce stories of their own with the help of media devices, using creativity and imagination independently and together with others. Pupils practise media use and production in everyday life responsibly and with consideration for others: they learn that bullying or other inappropriate messaging is not allowed even in media environments. In addition, they learn safety skills that are important in media environments. As part of building their own media relationship, pupils reflect on their media use and understand that there are different media tastes and ways to use the media.

Interpretation and evaluation of media
Media production
Operating in media environments

1. Interpretation and evaluation of media

The main area of Interpretation and evaluation of media encompasses skills in understanding and interpreting different media contents and evaluating them and the activities and influence of media in a critical manner. Media skills also include examining one’s personal media use. The descriptions are grouped under four sub-areas: Interpretation of media content, Understanding the influence of media, Media as a source of information, and Personal use of media.

Interpretation of media content

Grades 1–2

• The pupil is familiar with the concept of media and is able to give some examples of media, containing images, moving image, sound and combinations of these, such as digital games or videos.
• The pupil practices reading media content containing written text. The pupil familiarises themselves with a comic strip, for example.
• The pupil understands the difference between fact and fiction, divides media content into factual and fictional content under guidance and gives an example of these. The pupil understands that all media content has been created by someone.
• The pupil understands that different media content has different purposes, such as entertaining or communicating information. The pupil is able to give an example of a type of content.
• The pupil practices understanding and interpreting images and the sound environment. The pupil analyses their observations and experiences.
• The pupil is able to describe the course of events and characters in a piece of media content or issues presented in it by means of personal expression.
• The pupil uses age-appropriate media content including written text with ease.
• The pupil is able to divide media content into truthful and fictional.
• The pupil identifies media content that has different purposes and gives some examples.
• The pupil also draws their own conclusions and makes interpretations of media content.

Understanding the influence of media

Grades 1–2

• The pupil becomes aware of the influence media has on the thinking and actions of an individual, such as their views and interests. The pupil is able to give an example from their own life.
• The pupil observes generalisations created by the media under guidance. The pupil examines the characters of films or games, for example.
• The pupil knows that media is used to influence and is able to name some type of content which aims to influence, such as advertisements.
• The pupil understands that media can shape impressions and views, and is able to give an example.
• The pupil identifies some method of influencing found in media content, such as repetition used in advertisements or visual effects

Media as a source of information

Grades 1–2

• The pupil is able under guidance to search for information in some digital media content by using a search engine and search terms.
• The pupil knows how to use the media as a tool when examining the environment and matters.
• The pupil understands the different nature of factual and fictional media content as a source of information. The pupil understands that not all information found in the media is usable or reliable.
• The pupil becomes familiar with media content that communicates information, such as the news.
• The pupil knows how to search for information from digital media content independently and together with others.

Personal use of media

Grades 1–2

• The pupil is able to talk about media content they find interesting and situations in which they use media in different ways.
• The pupil understands that there are different media tastes and ways to use the media.
• The pupil recommends meaningful media content to others. At the same time, the pupil learns to respect individual choices made by others.

2. Media production

The main area of Media production encompasses skills in producing media contents for different purposes, such as self-expression, communication of information, or involvement. Media skills also include examining one’s own media production. The descriptions are grouped under four sub-areas: Creative expression, Involvement, Communication of information, and Own media production.

Creative expression

Grades 1–2

• The pupil prepares some kind of simple creative media content under guidance, such as a digital story or a video.
• The pupil is able under guidance to use the required media devices, applications and programs to produce media content.
• With guidance, the pupil uses text, images, moving images or sound in their own production and utilises them as means of expression and narration.
• The pupil designs and creates media content under guidance with other pupils. The pupil evaluates the production by discussing its meaningful and challenging stages and the lessons learned with others.
• The pupil practises giving constructive feedback on the work of others and to receive feedback.
• The pupil is able to use the required media devices, applications and programs to produce media content.

Involvement

Grades 1–2

• The pupil expresses their thoughts and opinions through media.
• The pupil produces a simple piece of media content under guidance which aims to influence, such as an advertisement.
• With guidance, the pupil uses one of the ways of influencing, such as repetition or humour.
• The pupil expresses an opinion through the media content they have created and gives a justification for it.

Communication of information

Grades 1–2

• The pupil creates a simple piece of media content which conveys information, such as a news image or a caption, under guidance.
• The pupil understands the different ways of producing factual and fictional media content through their own work, for example by trying out the green screen technique.
• The pupil uses a media presentation, for example on a digital platform used by the class, under guidance to present and convey information they have found.
• The pupil creates a simple piece of media content in text form which relays information, such as a short online news article, under guidance.
• The pupil presents information they have compiled through a simple piece of media content.

Own media production

Grades 1–2

• The pupil finds meaningful ways to produce media content and has the confidence to create media content independently and together with others.
• The pupil understands that issues related to the potential publication of media works should also be discussed with adults, especially the guardians, to protect the pupil’s own rights and those of others.
• The pupil encourages their peers to engage in the methods of production they finds meaningful, while also respecting the freedom of choice and individual topics of interests in producing content.
• The pupil estimates what kind of consequences the publishing of a media content they have produced might have to them or to others.

3. Operating in media environments

The main area of Operating in media environments encompasses skills in acting safely and responsibly within the media and different digital media environments, while promoting not only one’s own wellbeing and rights but also those of others. Media skills also include interaction and communication skills. The descriptions are grouped under four sub-areas: Safety, Responsible use of media, Wellbeing, and Good interaction.

Safety

Grades 1–2

• The pupil knows why it is important to protect one’s privacy and personal data when using media environments. The pupil is able to say what can and what should not be shared online. The pupil becomes aware of phishing and the fact that it is possible to get inappropriate or unlawful contact requests on the internet.
• The pupil knows what to do if they receive inappropriate messages or contact requests online from unknown people. The pupil knows they can to turn to a safe adult.
• The pupil recognises the age restrictions of video-based programmes and knows that applications and services, such as social media services, also have age restrictions. The pupil understands the purpose of age restrictions and respects them when using media content.
• The pupil is able to give examples of some risk factors in media environments, such as online scams or identity thefts. The pupil understands that it is possible to increase safety through one’s own actions.
• The pupil understands the expectations and conflicts created by friendships with regard to compliance with age restrictions and reflect on their own actions from this point of view.

Responsible use of media

Grades 1–2

• The pupil understands what are appropriate ways of using media devices and that their use can be agreed on in different situations.
• The pupil understands what kind messages it is appropriate to communicate and what kind of content to share. The pupil is aware that published pieces of content leave a trace and that content that has been published once may be spread further.
• The pupil understands that in media, they must try to act in a way that does not upset them or others. The pupil is able to give an example.
• The pupil becomes familiar with copyright and understands why it is needed. The pupil knows that they cannot present content created by someone else as their own.
• The pupil understands that some digital products in games, for example, may be subject to a charge and that there are different ways of getting players to commit to the game. The pupil understands that they must get their guardian’s agreement to use content.
• The pupil is able to evaluate their own actions relating to media and their possible consequences for themselves and others. The pupil shows the necessary level of criticism towards the media behaviour of their peers.
• The pupil knows the basic principles of copyrights and reflects on compliance with them as a media user.

Wellbeing

Grades 1–2

• The pupil recognises what in their own media use provides joy and what causes unhappiness. The pupil learns to take into account their own wellbeing when choosing media content.
• With guidance, the pupil examines their own use of media in the daily life. The pupil understands that media use must be controlled so that it will not take time away from other important things such as physical activity and sleep.
• The pupil is able to reflect on their media habits and describe some methods for sensible regulation of their media use.

Good interaction

Grades 1–2

• The pupil is able to identify their feelings and regulate them in communication situations in media environments.
• The pupil understands the reciprocal nature of communication in media environments: one’s own communication influences the communication, feelings and actions of others.
• The pupil knows what online bullying, such as excluding from groups, spreading images and information without permission or spreading unfounded rumours of others, is like. The pupil knows that online bullying is not allowed and knows what to do when encountering bullying.
• The pupil is able to use media devices for communication.
• The pupil understands that different methods of communication belong to different situations and environments, such as school and free time, and that the methods of communication can be agreed together.
• The pupil develops their ability to put themselves into the position of another when producing and interpreting media messages. The pupil also aims at positive and constructive interaction in media environments.
• The pupil is able to select communication methods suitable for different contexts.

Media literacy in grades 3–6

In grades 3–6, the media are used and examined as a channel for expression and influencing. Pupils’ experience of different media contents and their purposes broadens. Pupils practise interpreting and producing contents independently and together with others. Pupils are encouraged to make initiatives, generate ideas and experiment with the media. Pupils develop their competence in audiovisual narration and their technical production skills strengthen when they prepare contents. Media are used in learning to express one’s own thoughts and opinions and to perceive the role of the media in society. Pupils practise media and source criticism by examining the usability of different media contents as sources of information. Pupils learn to foster their own rights and wellbeing and those of others in media consumption and production. In addition, they learn the necessary safety skills required in media environments.

Interpretation and evaluation of media
Media production
Operating in media environments

1. Interpretation and evaluation of media

The main area of Interpretation and evaluation of media encompasses skills in understanding and interpreting different media contents and evaluating them and the activities and influence of media in a critical manner. Media skills also include examining one’s personal media use. The descriptions are grouped under four sub-areas: Interpretation of media content, Understanding the influence of media, Media as a source of information, and Personal use of media.

Interpretation of media content

Grades 3–6

• The pupil widens their experience of different types of media content. The pupil familiarises themselves with journalistic content, such as news stories in newspapers and on TV. The pupil is familiar with the basic terminology related to media content.
• The pupil knows what social media is and understands its operating principles.
• With guidance, the pupil examines the topical media phenomena resonating with their age group and discusses their observations.
• The pupil is able to name some pieces of media content that represent fiction, facts and opinions and use this division to understand and interpret the content.
• The pupil knows that media content has different purposes, such as entertaining, influencing, selling and conveying information. The pupil is able to give some examples of these.
• The pupil develops their competence in examining images and the sound world. For example, the pupil knows how to examine camera angles and croppings or reflect on the purpose of music in the context it is presented.
• The pupil develops their competence in understanding and interpreting media content. The pupil is able to talk about the issues and perspectives presented in the media content or describe the plot and the different roles of the characters.
• The pupil considers the target audience and the purpose of the media content.
• The pupil becomes familiar with different text types and examines narrative, descriptive, instructive and argumentative media content. The pupil is able to give an example.
• The pupil develops their competence in examining and interpreting media content: examines things like the media content’s narrator and genre or reflects on the theme.

Understanding the influence of media

Grades 3–6

• The pupil is able to give some examples of how media content affects their actions, knowledge, opinions and impressions. The pupil examines the effects critically.
• The pupil examines under guidance what kind of impressions media content such as advertisements or pictures in the media convey and by what means the impression is created. The pupil is able to give an example of this.
• The pupil knows and is able to name some pieces of media content that express ideas, take a stand and aim to influence, such as an opinion, assessment, vlog or meme.
• The pupil identifies and describes some features that are argumentative or aimed at influencing, such as repetition or the use of humour in advertisements.
• The pupil knows tasks of the media industry in society.
• The pupil examines what kind of matters are presented as good and worth aiming at in media content.
• The pupil becomes familiar with how algorithms work in the selection of media content.
• The pupil investigates what kind of topics get media visibility and gives examples of them.

Media as a source of information

Grades 3–6

• The pupil is able to search for information in different kinds of media content, such as websites, digital magazines or radio and TV news. The pupil knows how to use search terms to find information. The pupil practises the stages of searching for information.
• The pupil knows how to use media as a tool in learning new things.
• The pupil practises reading and interpreting graphs, tables and diagrams, and makes use of their skills when examining media content, such as news articles.
• The pupil evaluates under guidance how useful and reliable different types of media content are as an information source. The pupil compares information from different sources under guidance.
• The pupil practises source criticism. Under guidance, the pupil verifies the source of a text or an image and pays attention to the creator and the publication context. The pupil is able to present some justification for and against the reliability of the media content.
• The pupil knows the difference between how journalistic and social media content is produced and understands how they differ as sources of information.
• The pupil becomes familiar with journalistic content, such as newspaper articles and news on the TV.
• The pupil knows about media phenomena related to the spreading of false or misleading information, such as disinformation, misinformation, deepfake and fake news.
• The pupil familiarises themselves with how algorithms work when searching for information.
• The pupil is able to describe some safety aspects related to untruthful information, such as the impact of wrong information about health behaviour.
• The pupil understands that the information which is conveyed may be conflicting, and that there are many perspectives on any issue.

Personal use of media

Grades 3–6

• The pupil tries out diverse media content, names the ones they are interested in and explains why they find them interesting.
• The pupil describes their habits of media use and reflects on the importance of media in their own life, for example, with the help of a media diary.
• The pupil understands that their media taste keeps changing and that it is affected by many parties, such as friends, the media and the parents. The pupil knows that they can with their choices influence their media use.
• The pupil is able to discuss the different media use habits and likings of others with respect.
• The pupil is able to use diverse methods to tell about media content that they are interested in and, for example, prepare a video tip or a blog post.
• The pupil becomes stronger in making choices and respecting the choices of others in media use.

2. Media production

The main area of Media production encompasses skills in producing media contents for different purposes, such as self-expression, communication of information, or involvement. Media skills also include examining one’s own media production. The descriptions are grouped under four sub-areas: Creative expression, Involvement, Communication of information, and Own media production.

Creative expression

Grades 3–6

• With guidance, the pupil produces some kind of creative media content, such as an animation or short film.
• The pupil uses means of verbal, visual and auditive expression and narration, such as the plot structure, camera angles and the sound world in making media content.
• The pupil is able to use different kinds of media equipment and the required applications and programs, such as layout and editing software, when creating and editing media content.
• The pupil combines text, images, moving image and sound in a varied and creative way in their own media production..
• The pupil understands the different stages in production of media content and is able to verbalise them. The pupil prepares a piece of media content together with others and evaluates the stages of the production process and the final product.
• The pupil can give some justifications for selecting a specific form of media presentation for expressing themselves.
• The pupil tries to use augmented reality in their own media production under guidance.
• The pupil tries programming in the production of media content. Under guidance, the pupil creates for example a programmed story or designs and creates a simple digital game.
• The pupil takes into account the target group and the possible publishing context when preparing media content.

Involvement

Grades 3–6

• The pupil is able to use media presentations to express and justify their opinions.
• The pupil produces some kind of media content under guidance which expresses an opinion or influences, such as a review, video tip, opinion piece, vlog or poster.
• The pupil is able to use some linguistic and visual methods of influencing.
• The pupil is able to describe some of the ways of influencing through the media, such as publishing an opinion or a social media campaign.
• The pupil is able to justify their opinions and take a constructive stand on the points of view others have presented.
• Together with others, the pupil draws up some kind of media content related to everyday life and aimed at influencing.

Communication of information

Grades 3–6

• The pupil uses their own work to examine how journalistic content is created. Under guidance, the pupil creates some kind of journalistic media content which communicates information, such as a news report or sports commentary..
• The pupil presents and conveys information they have compiled with the help of media. The pupil selects a suitable form of media presentation under guidance..
• The pupil examines the stages of producing, presenting and communicating information through their own work.
• The pupil constructively, but also critically, evaluates the factual media content produced by themselves and others..

Own media production

Grades 3–6

• The pupil is able to describe methods that they find meaningful for producing media content, the stages of media production and the importance of producing content. The pupil is able to describe their strengths and areas in which they would like to improve.
• The pupil discusses media production with peers. The pupil encourages their peers to engage in the methods of production they find meaningful, respecting the freedom of choice.
• The pupil understands that they are personally responsible for the media content they make and share.
• The pupil has the confidence to guide their peers in making some kind of meaningful media content that is natural for them.
• The pupil estimates on what kind of platforms pieces of media content could be published and is able to reflect on the good and bad consequences of publishing them. The pupil understands that a permission is required from everyone to publish shared products.

3. Operating in media environments

The main area of Operating in media environments encompasses skills in acting safely and responsibly within the media and different digital media environments, while promoting not only one’s own wellbeing and rights but also those of others. Media skills also include interaction and communication skills. The descriptions are grouped under four sub-areas: Safety, Responsible use of media, Wellbeing, and Good interaction.

Safety

Grades 3–6

• The pupil knows about situations and factors that risk safety in media environments, such as hate speech, grooming and the unreliability of online identities. The pupil knows how one’s own safety can be improved.
• The pupil knows the important principles of privacy protection. The pupil knows what kinds of methods of protecting one’s personal data and privacy exist in media environments.
• The pupil knows who to turn to at school or outside school if they encounter phenomena that put their safety at risk in media environments.
• The pupil is able to name the age restrictions of video-based programmes and the content symbols which describe them. The pupil is aware of the age restrictions of applications and services. The pupil knows why age restrictions are set and respects these.
• The pupil understands the expectations and conflicts related to adhering to age restrictions created by relationships with friends, and takes this into account in their activities.
• The pupil is able to assess their skills that promote safety when using media environments and content.

Responsible use of media

Grades 3–6

• The pupil understands that the pieces of media content produced and published by them must not violate the rights of others and that publishing them must not lead to harmful consequences to the pupil themselves.
• The pupil knows the basic principles of copyright and the importance of adhering to them as a user and producer of media content. The pupil understands that they cannot present content created by others as their own, and practises citing sources.
• The pupil knows different CC licences for the free use of media content and their terms and conditions of use.
• The pupil is aware that some media content, such as games, is subject to a charge. The pupil is aware of the methods used in games to get the player to commit, and is able to take a critical view on this. The pupil understands that they must get their guardian’s agreement to use content.
• The pupil knows what constructive activity in media environments is like and shows that they aim at that on the school’s communication platforms.
• The pupil is able to reflect on the effects and consequences of what they have published.
• The pupil reflects on their consumption of media content and the services they use from the point of view of copyrights. The pupil masters some ways of searching for media content that can be used freely and with a permission.

Wellbeing

Grades 3–6

• The pupil is able to describe media content and environments that are meaningful to them, and the positive significance of these. The pupil has the confidence to discuss and share positive experiences of media use with others.
• The pupil recognises when media use supports their own wellbeing and when it weakens it.
• The pupil is aware of their peers’ expectations regarding activities in media environments and media use. The pupil knows that, when using media, they can make choices independently of their peers.
• The pupil is able to make choices that support their wellbeing when using media.

Good interaction

Grades 3–6

• The pupil expresses themselves constructively and in a way that is suitable for the situation in different media environments.
• The pupil understands their responsibility in preventing bullying in media environments and acts accordingly.
• The pupil is able to evaluate their interaction and communication skills in media environments and utilise the feedback they receive.
• The pupil is able to reflect on the effects and consequences of their own communication.
• The pupil gains courage to operate in interactive situations involving multiple forms of media that are new to them.

Media literacy in grades 7–9

In grades 7–9, media literacy is represented by creativity, awareness and a critical approach. Creative media contents are created on the basis of pupils’ own ideas and initiatives, experimenting together and finding one’s own strengths. At the same time, pupils develop their competence in narrative methods and technical skills. They also deepen their competence in responsible production of media contents aimed at influencing and communicating information. The publication and possibilities to use the contents are discussed together. Pupils’ understanding of media texts deepens and they evaluate the reliability of social media contents as sources of information. The wide variety of effects media have on individuals, groups and society are examined critically. Data and privacy protection and the required interaction and safety skills are revised. In addition, pupils are encouraged to make choices that support their wellbeing when using media.

Interpretation and evaluation of media
Media production
Operating in media environments

1. Interpretation and evaluation of media

The main area of Interpretation and evaluation of media encompasses skills in understanding and interpreting different media contents and evaluating them and the activities and influence of media in a critical manner. Media skills also include examining one’s personal media use. The descriptions are grouped under four sub-areas: Interpretation of media content, Understanding the influence of media, Media as a source of information, and Personal use of media.

Interpretation of media content

Grades 7–9

• The pupil broadens their knowledge of media content by familiarising themselves with new types of content, such as a blog, a podcast or e-sports. The pupil describes their experiences of the content.
• The pupil knows what social media is, is able to name some social media services and describe their operating principles and the particular character of their content.
• The pupil knows and is able to use the basic concepts related to different media content, such as films and journalistic and social media content.
• The pupil knows different kinds of narrative, descriptive, argumentative and instructive media content. The pupil is able to describe some structures and features of expression that are typical in the media, such as the structure of a news article or the argumentative style of an opinion.
• The pupil applies their knowledge of text types when examining media content. The pupil develops their competence, for example, in telling the publications of social media users from news and with guidance identifies hybrid texts that combine different features.
• The pupil deepens their skills in interpreting images and audiovisual content, for example, by examining scenes in films, the use of music to support the storyline or the technical implementation.
• The pupil strengthens their skills in analytically examining and interpreting content. The pupil identifies different narrative voices and structures in media content, characterises the genre and reflects on the theme.
• The pupil is able to characterise what kind of target audience the media content is trying to reach and what the intention of the content producer was. The pupil acknowledges the publication context.
• The pupil deepens their skills in analytically examining and interpreting content.

Understanding the influence of media

Grades 7–9

• The pupil is able to reflect on the influence that different media content and phenomena in media culture have on the thinking and actions of individuals and groups. The pupil is able to give an example.
• The pupil understands that media influence culture and values in society by conveying impressions, stereotypes and ideals. The pupil is able to give an example.
• The pupil is aware of the character of social media as a channel for influencing and knows its methods of influence.
• The pupil understands the earnings logic of different media and its impact on the content. The pupil recognises the difference between the commercial and public media industry and the social media in this respect.
• The pupil knows what sponsoring and product placement in media content mean and recognise the references to commercial cooperation in online content.
• The pupil observes and evaluates the actions of media in society by following topical phenomena and their handling in media. The pupil presents justified observations related to them.
• With guidance, the pupil examines media content from the human rights point of view of, such as the freedom of opinion and speech, and evaluates their implementation with the help of an example.
• The pupil examines how a phenomenon or a target group is presented in the media content they have selected and makes justified interpretations of their observations.
• The pupil understands the influence of algorithms on how digital media content such as advertisements, social media publications, news and the content of streaming services get selected.
• The pupil follows topical international events and phenomena and the actions of media in them.
• The pupil is familiar with the guidelines for journalists and is able to tell why they have been drawn up.

Media as a source of information

Grades 7–9

• The pupil is able to search for information from different media sources and to examine their ways of obtaining information critically.
• The pupil understands how algorithms work in information search and in the communication of information in the media and is able to give examples related to it.
• The pupil evaluates different kinds of media content as sources of information and reflects on their usefulness and reliability while justifying their opinions.
• The pupil is able to assess the reliability of the information conveyed by media content, for example, by verifying who made it and the publishing context, by using reverse image search and by comparing the information with other sources and their basic knowledge.
• The pupil understands that the information conveyed may be conflicting and that there are many perspectives on any issue. The pupil is aware of the need for critical evaluation.
• The pupil is able to describe some security aspects related to false information, such as the impact that misleading information can have on health behaviours or the polarisation of views in society.
• The pupil expands their experience of informative media content and familiarises themselves with a documentary, an article or informative social media content.
• The pupil knows the basic principles of the editing process of journalistic content and has an understanding of the differing ways of producing social media content. The pupil understands the differing nature of the content forms as sources of information and is critical about information that is spread socially.
• The pupil takes into account the effect of algorithms when evaluating the information they have found.
• When evaluating the reliability of the content, the pupil uses their understanding of different text types and pays attention to the stylistic features and ways of expression in the content.
• The pupil is aware of confirmation bias and also develops a critical approach towards their own thinking.

Personal use of media

Grades 7–9

• The pupil is able to describe or justify their habits of media use and the role as consumer of media.
• The pupil is aware of how they want to use the media and advances their media use habits.
• The pupil understands the positive impact of getting to know varied media content and familiarises themselves with types of media content that are new to them.
• The pupil respects individual and different ways of using the media.
• The pupil analyses their media consumption as part of the media culture and its phenomena.

2. Media production

The main area of Media production encompasses skills in producing media contents for different purposes, such as self-expression, communication of information, or involvement. Media skills also include examining one’s own media production. The descriptions are grouped under four sub-areas: Creative expression, Involvement, Communication of information, and Own media production.

Creative expression

Grades 7–9

• The pupil broadens their skills in creating different kinds of media content. Under guidance, the pupil prepares a type of media content that is new to them, such as a film trailer, a podcast or media art, or modifies a digital game.
• The pupil uses images, written text, moving images, sound and combinations of these in varied ways to produce media content as methods of expression and storytelling. The pupil develops their personal expression.
• The pupil deepens their skills in using media devices, applications and software when creating visual, audio-visual and audio media content.
• The pupil uses programming or augmented reality under guidance to produce some kind of media content.
• The pupil creates media content with others in a creative way using experimentation and imagination. The pupil evaluates the production process and identifies strengths and areas of improvement.
• The pupil takes into account the purpose, target group and possible publishing context when designing and implementing media content.
• The pupil broadens their competence in producing different pieces of media content according to their interest.
• The pupil familiarises themselves with new media devices, applications and software and starts to use them when producing media content.
• The pupil uses programming or augmented reality to produce media content.

Involvement

Grades 7–9

• The pupil justifies their opinion and presents it in a constructive way. The pupil is able to comment constructively on views, even differing ones, that others have presented. The pupil practises argumentation.
• The pupil learns to create a piece of media content that expresses views, takes a stand or influences, such a blog post, or plans a subvertising or social media campaign.
• The pupil is able to select different means of expression and forms of media presentation for influencing, while taking into account the target group and the publishing platform.
• The pupil reacts to an opinion by drawing up a response or by commenting content that takes a stand or an online news item.
• The pupil is able to assess their own argumentation and that of others.
• The pupil uses means of influencing deliberately, providing justifications.
• With guidance, the pupil uses their knowledge of text types in choosing the structure and style of expression when producing content aimed at influencing.
• The pupil applies their communication and influencing skills in everyday life, for example, in the school’s activities.

Communication of information

Grades 7–9

• The pupil knows how to make a media content that communicates information, such as a report, press release, documentary, article or social media publication. The pupil uses an appropriate structure, genre and method of expression.
• The pupil is able to illustrate information by means of the media, for example, using graphics or animation.
• The pupil evaluates their production and presentation of information critically and understands their responsibility in communicating information in the social media, for example.
• The pupil masters the genres of different media so that they can communicate essential information about the same phenomenon in several different ways.
• The pupil understands the effect of algorithms in the communication of information in the media and is able to give examples related to it.

Own media production

Grades 7–9

• The pupil names and justifies methods of producing and publishing media content that is meaningful to them and finds new methods through experimentation.
• The pupil is able to describe their role as a media producer and identify strengths and areas in which they want to improve.
• The pupil discovers different contexts in which their skills in producing media content can be used.
• The pupil estimates in what kind of environments and platforms their own pieces of media content could be published. The pupil is aware that publications are evaluated and commented on in many ways and is able to describe appropriate ways to react.
• The pupil learns to notice the strengths of peers in production and to give encouraging feedback.
• The pupil is able to describe a way in which young people can use media to participate in the public debate and culture production.

3. Operating in media environments

The main area of Operating in media environments encompasses skills in acting safely and responsibly within the media and different digital media environments, while promoting not only one’s own wellbeing and rights but also those of others. Media skills also include interaction and communication skills. The descriptions are grouped under four sub-areas: Safety, Responsible use of media, Wellbeing, and Good interaction.

Safety

Grades 7–9

• The pupil is aware of how their digital profile is created and is able to describe what kind of data different services such as search engines or social media collect, and what the data can be used for.
• The pupil understands the concepts of data protection and privacy protection. The pupil is able to protect their privacy and personal data by choosing what content to share in media environments on different channels and accounts.
• The pupil is able to describe what sexual harassment and hate speech in digital media are. The pupil is able to describe different ways of protecting themselves against these, and knows what to do if they experience harassment or hate speech.
• The pupil knows parties they can turn to in situations that put their safety at risk in media environments.
• The pupil learns to pay attention to their own individual ways of experiencing media content and make choices when using content that age restrictions enable them to use.
• The pupil is able to assess their ability to impact their digital profile and their skills of improving their safety in media environments.
• The pupil becomes familiar with data protection in a context that is meaningful in young people’s life.

Responsible use of media

Grades 7–9

• The pupil is able to reflect on the impact and consequences of the things they have published.
• The pupil knows that unlawful activities taking place in media environments, such as plagiarism, grooming, identity theft, defamation and serious online bullying, also fulfil the criteria of crimes and have consequences.
• The pupil understands their responsibility to not jeopardize the safety, rights and wellbeing of others with their communication and activities in media environments.
• The pupil is aware of how the carbon footprint of media devices and media use forms and of the responsibility and ethical aspects related the production of media devices.
• The pupil is aware of both their own copyright and that of others, and is able to comply with it as a media user and producer. The pupil knows how to cite sources..
• The pupil is aware that some digital services are subject to a charge and that they have ways of getting users committed to the service, and they take this into account responsibly when operating in media environments.
• The pupil shows a sense of responsibility when operating in the school’s shared communication channels.

Wellbeing

Grades 7–9

• The pupil is aware of the psychological and social impacts of media content and operating in media environments and their influence on daily life management, such as the building of identity, body image, mental wellbeing, and on social relationships, the use of time and the amount of sleep.
• The pupil knows it must be possible to control one’s own media use. The pupil is able to make choices that support their wellbeing when using media.
• The pupil is able to reflect on wellbeing factors also from the point of view of the wellbeing of others and from the perspective of society.

Good interaction

Grades 7–9

• The pupil cooperates with others in interactive situations online and is able to contribute to a positive media atmosphere in media environments. The pupil understands the importance of dialogue, i.e. listening and discussion in communication.
• The pupil recognises non-constructive communication phenomena in the social media, such as trolling, provocation and flaming, and knows how to react and what to do when coming across these phenomena.
• The pupil is able to communicate in media environments according to the situation, for example, by using standard language or colloquial language appropriately.
• The pupil aims to strengthen their positive image as a communicator: is able to explain their goals as a communicator and describe methods to achieve them.
• The pupil actively intervenes in the shortcomings of communication they encounter in media environments, such as bullying, inappropriate comments or publications, by reporting them and showing empathy towards those who have been wrongly treated.
• The pupil is able to give constructive feedback to others to improve communication.