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CertifiedEducation quality
07/2025
Writing Legends
3plearning
Writing and reading
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.
A well-constructed, adaptable platform for students of all levels, with a wide range of exercises to help improve reading and writing skills, ensuring effective learning.
Encourages learner creativity in writing, and backs it by providing scaffolding, tools, and feedback.
Motivating and fun to use.
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
Write sentences by composing a sentence orally before writing it.
Write sentences by sequencing sentences to form short narratives.
Write sentences by re-reading what they have written to check that it makes sense.
Writing for different purposes.
Plan their writing by discussing and recording ideas.
Draft and write in non-narrative material, using simple organisational devices [for example, headings and sub-headings].
Proof-read for spelling and punctuation errors.
Plan their writing by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.
Make simple additions, revisions and corrections to their own writing by re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form.
Writing down ideas and/or key words, including new vocabulary.
Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.
Ensuring the consistent and correct use of tense throughout a piece of writing.
Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
Using a wide range of devices to build cohesion within and across paragraphs.
In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action.
Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning.
Plan their writing by in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.
Plan their writing by noting and developing initial ideas, drawing on reading and research where necessary.
Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.
Evaluate and edit byproposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.
Draft and write in narratives, creating settings, characters and plot.
Draft and write by organising paragraphs around a theme.
Make simple additions, revisions and corrections to their own writing by proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly].
Encapsulating what they want to say, sentence by sentence.
Writing about real events.
Writing narratives about personal experiences and those of others (real and fictional).
Write sentences by saying out loud what they are going to write about.
Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2).
Read aloud what they have written with appropriate intonation to make the meaning clear.
Make simple additions, revisions and corrections to their own writing by evaluating their writing with the teacher and other pupils.
Planning or saying out loud what they are going to write about.
Writing poetry.
Read aloud their writing clearly enough to be heard by their peers and the teacher.
Discuss what they have written with the teacher or other pupils.
Précising longer passages.
Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.
Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements.
Soft skills learning goals
Practicing time management
Practicing fine motor skills
Encouraging positive attitude towards working life
Enabling the growth of positive self-image
Practicing memorizing skills
Practicing letters, alphabets and written language
Learning to understand the meaning of rules, contracts and trust
Using technology as a part of explorative process
Practicing communication through different channels
Learning decision-making, influencing and accountability
Using technology for interaction and collaboration (also internationally)
Using technology for interaction and collaboration
Understanding and practicing safe and responsible uses of technology
Using technological resources for finding and applying information
Encouraging to build new information and visions
Using technology as a part of explorative and creative process
Practicing to set one's own learning goals
Learning to face respectfully people and follow the good manners
Building common knowledge of technological solutions and their meaning in everyday life
Practicing to notice links between subjects learned
Learning to combine information to find new innovations
Learning to build information on top of previously learned
Practicing to notice causal connections
Encouraging the growth of positive self-image
Learning to plan and design own written content and textual representations
Learning the basics of spelling
Learning to face failures and disappointments
Practicing keyboard skills and touch typing
Familiarizing with the influences of media and understanding its affordances
Practicing to take responsibility of one's own learning
Developing problem solving skills
Practicing to use information independently and interactively
Practicing persistent working
Learning to notice causal connections
Learning to acquire, modify and produce information in different forms
Learning to find the joy of learning and new challenges
Practicing to observe spoken and written language
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
Practicing to evaluate one's own learning
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 give, get and reflect feedback
Practicing to express own thoughts and feelings
Learning to listen other people’s opinions
Practicing to argument clearly own opinions and reasonings
Supporting student to build their own linguistic and cultural identity
Learning to understand people, surroundings and phenomenons around us
Practicing to recognize and express feelings
Practicing to look things from different perspectives
Practicing to create questions and make justifiable arguments based on observations
Learning to recognise and evaluate arguments and their reasonings
Practicing to use arts as a way to express
Practicing to use imagination and to be innovative
Practicing to use imagination and to be innovative
Encouraging students to be innovative and express new ideas
Practicing to improvise
Practicing creative thinking
Creating requirements for creative thinking
Practicing to find ways of working that are best for oneself
Practicing categorization and classification
Using technology to express one’s emotions and experiences
Using technology resources for problem solving
Practicing to find, evaluate and share information
Learning to understand and interpret diverse types of texts
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