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CertifiedEducation quality
12/2025
HRM Math & Sciencetalent (onsite trainings)
Dr Ying
Science, Technology & Computing
Registration
Not required
Offline play
Playable offline
The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.
The following are the high educational quality aspects in this product.
Overall the product is an innovative way of learning.
Product produces knowledge in a creative way.
Teachers are very positive and professional.
The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.
Subject based learning goals
Requence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening].
Know the number of minutes in an hour and the number of hours in a day.
Find different combinations of coins that equal the same amounts of money.
Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular valu. e
Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.
Recognise and use language relating to dates, including days of the week, weeks, months and years.
Recognise and know the value of different denominations of coins and notes.
Measure and begin to record time (hours, minutes, seconds).
Measure and begin to record capacity and volume.
Measure and begin to record mass/weight.
Measure and begin to record the lengths.
Compare, describe and solve practical problems for time [for example, quicker, slower, earlier, later].
Compare, describe and solve practical problems for capacity and volume [for example, full/empty, more than, less than, half, half full, quarter].
Compare, describe and solve practical problems for mass/weight [for example, heavy/light, heavier than, lighter than].
Compare, describe and solve practical problems for lengths and heights [for example, long/short, longer/shorter, tall/short, double/half].
Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces.
Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line.
Recognise and name common 2-D and 3-D shapes, including 2-D shapes [for example, rectangles (including squares), circles and triangles] and 3-D shapes [for example, cuboids (including cubes), pyramids and spheres].
Order and arrange combinations of mathematical objects in patterns and sequences.
Gathering and recording data to help in answering questions.
Using their observations and ideas to suggest answers to questions.
Identifying and classifying.
Performing simple tests.
Observing closely, using simple equipment.
Asking simple questions and recognising that they can be answered in different ways.
Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.
Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.
Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs.
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.
Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.
Add and subtract one-digit and two-digit numbers to 20, including zero.
Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs.
Represent and use number bonds and related subtraction facts within 20.
Solve problems with addition and subtraction applying their increasing knowledge of mental and written methods.
Solve problems with addition and subtraction using concrete objects and pictorial representations, including those involving numbers, quantities and measures.
Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.
Add and subtract numbers using concrete objects, pictorial representations, and mentally, including a two-digit number and ones a two-digit number and tens, two two-digit numbers, adding three one-digit numbers.
Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.
Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward.
Recognise the place value of each digit in a two-digit number (tens, ones).
Identify, represent and estimate numbers using different representations, including the number line.
Compare and order numbers from 0 up to 100; use <, > and = signs.
Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens.
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Read and write numbers from 1 to 20 in numerals and words.
Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.
Compare and sequence intervals of time.
Tell and write the time to five minutes, including . quarter past/to the hour and draw the hands on a clock face to show these times.
Soft skills learning goals
Practicing to notice links between subjects learned
Practicing to find, evaluate and share information
Learning to build information on top of previously learned
Encouraging to build new information and visions
Practicing to create questions and make justifiable arguments based on observations
Practicing categorization and classification
Practicing to plan and execute studies, make observations and measurements
Understanding and interpreting of matrices and diagrams
Practising visual recognition
Practicing to observe spoken and written language
Learning to recognise and evaluate arguments and their reasonings
Practicing fine motor skills
Practicing memorizing skills
Practicing letters, alphabets and written language
Connecting subjects learned at school to skills needed at working life
Practicing versatile ways of working
Practicing decision making
Learning to find solutions in social conflicts
Developing problem solving skills
Practicing time management
Learning to use foreign language in work context
Using technology to express one’s emotions and experiences
Practicing to use arts as a way to express
Practicing to give, get and reflect feedback
Practicing to express own thoughts and feelings
Learning to understand the meaning of rules, contracts and trust
Practicing to use imagination and to be innovative
Practicing communication through different channels
Practicing to use imagination and to be innovative
Encouraging students to be innovative and express new ideas
Practicing to argument clearly own opinions and reasonings
Practicing to improvise
Learning about different countries and their characteristics
Learning about cultural aspects and to respect different cultures
Understanding technological system operations through making
Supporting student to build their own linguistic and cultural identity
Learning about different languages
Getting familiar with different cultures
Using technology resources for problem solving
Learning to face respectfully people and follow the good manners
Building common knowledge of technological solutions and their meaning in everyday life
Practicing strategic thinking
Practicing creative thinking
Creating requirements for creative thinking
Learning to find the joy of learning and new challenges
Practicing to set one's own learning goals
Practicing to take care of one's own and other people’s safety
Practicing to take responsibility of one's own learning
Encouraging the growth of positive self-image
Practicing to look things from different perspectives
Practicing to recognize and express feelings
Learning to face failures and disappointments
Practising to understand visual concepts and shapes and observe their qualities
Practicing to notice causal connections
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