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CertifiedEducation quality
10/2025
Limu
Limu
Indigenous Languages
Edtech product focused on developing reading and listening foundation skills
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.
Limu is a fun, easy-to-use app for ages 3–9, supporting ECD and Foundation Phase language learning through storytelling, gamification, animation, and music.
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
Matches and sorts things according to shape, colour etc
Participates in discussions and asks questions
Recognises and points out common objects in pictures
Acts out parts of a story, song or rhyme
Holds the book the right way up and turns pages correctly
Pretends to read and adopts a ‘reading voice’
‘Reads’ enlarged texts such as poems, Big Books. posters
Makes links to own experience when reading with the teacher
Describes characters in stories and gives opinions
Answers questions based on the story read
Reads picture books
Listens to stories and retells them in own words.
Participates in group discussions by taking turns and responding to others.
Follows verbal instructions with two or more steps.
Listens and responds to simple questions
Asks and answers simple questions for clarification or information.
Uses appropriate language for different purposes (e.g. requesting, thanking, greeting).
Listens to and repeats rhythmic patterns, and copies correctly
Participates in role play, songs, and rhymes.
Reads aloud simple sentences with comprehension.
Uses pictures and contextual clues to make predictions.
Listens to and recalls simple word sequences in order (e.g. big, beg, bag)
Demonstrates awareness of beginning, middle and end in a story.
Names and points to parts of the body
Listens to stories and acts these out
Sings simple songs and does action rhymes
Expands vocabulary through reading and thematic work.
Talks about pictures in posters, theme charts, books etc
Writes simple lists (e.g. shopping lists)
Draws and lables pictures with the help of teacher. Reads back what is written.
Uses handwriting skills already taught in home language
Through exposure to print, starts to develop a sight vocabulary of a few high frequency words (e.g. the, and, you, he, she, we, they, can)
After repeated readings joins in where appropriate
Answers some simple oral questions about the story
Learns some oral vocabulary in the FAL from the pictures
transfers some of the knowledge and skills acquired in the home language to reading in the FAL such as book handling skills, basic concepts of print (e.g. concepts of words and letters, we read from left to right and top to bottom of a page)
Begins to read some simple labels in the FAL (and HL) of objects in the classroom and wider environment (e.g. way in/out, open),
Talks about illustrations in the Big Book or poster using home language where necessary
Listens to a very simple story or non-fiction text read by the teacher from an enlarged text such as a Big Book or illustrated poster
Recognises a few high frequency sight words (e.g. the, and, you, he, she, we, they, can)
Recognises initial sounds in familiar words (e.g. ‘p’ in ‘Pat’)
Develops phonemic awareness in the FAL through rhymes and songs (e.g. ‘The cat in a hat, His name is Pat’)
Expresses self in simple ways by using short phrases (e.g. ‘My name is ___.’)
Understands and responds to simple questions such as ‘What …?’ ‘How many …?’ (e.g. What is your name?)
Identifies a person, animal or object from a simple, oral description (e.g. matching a description to a picture)
Responds to simple, literal questions about a story with short answers
Acts out simple stories using some of the dialogue
Understands short, simple stories told and read; talks about the pictures
Plays simple language games
Memorises and performs action rhymes, simple poems and songs
Responds to greetings and farewells, and makes simple requests using formulaic phrases (e.g. May I go to the toilet?)
Responds physically to two simple oral instructions (e.g. Put the blue balls in the bag. Now put the red balls in the bag.)
Builds some conceptual vocabulary (e.g. shapes, size, direction)
Recognises aurally and visually some initial consonants and vowels especially at the beginning of a word
Begins to recognise that words are made up of sounds, e.g. the beginning letter(s) of their names
Identifies rhyming words in well known rhymes and songs such as Humpty Dumpty
Soft skills learning goals
Learning to face respectfully people and follow the good manners
Recognizing habits that are good for sustainable living
Practicing to notice links between subjects learned
Encouraging to build new information and visions
Learning to build information on top of previously learned
Supporting the growth of environmental awareness
Practicing to take care of own and other people’s safety
Practicing to take care of one's own and other people’s safety
Practicing to take care of one's own wellbeing and health
Encouraging the growth of positive self-image
Practicing to look things from different perspectives
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 persistent working
Learning to notice causal connections
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
Understanding and practicing safe and responsible uses of technology
Practicing keyboard skills and touch typing
Practicing to use information independently and interactively
Learning to understand and interpret diverse types of texts
Practising to understand visual concepts and shapes and observe their qualities
Understanding and interpreting of matrices and diagrams
Using technology as a part of explorative and creative process
Experiencing and exploring sounds and music from different sources
Practicing strategic thinking
Practicing logical reasoning to understand and interpret information in different forms
Realizing the connection between subjects learned in free time
and their impact to skills needed at worklife
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
Practicing time management
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
Learning to understand the meaning of rules, contracts and trust
Practicing communication through different channels
Learning decision-making, influencing and accountability
Learning to listen other people’s opinions
Practicing to argument clearly own opinions and reasonings
Learning to face failures and disappointments
Supporting student to build their own linguistic and cultural identity
Practicing to recognize and express feelings
Learning to understand people, surroundings and phenomenons around us
Developing problem solving skills
Practicing to use foreign language as a communication tool
Learning about different languages
Learning to combine information to find new innovations
Practicing to notice causal connections
Practicing to create questions and make justifiable arguments based on observations
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
Learning to find the joy of learning and new challenges
Practicing to find ways of working that are best for oneself
Practicing fine motor skills
Learning the basics of spelling
Learning to use foreign language in work context
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