Media, Computer Science, and Digital Citizenship in Compulsory Schooling

Rationale

The Media and Computer Science module (Modul Medien und Informatik) is compulsory across the entire span of compulsory schooling in the 21 German-speaking and multilingual cantons, and its equivalent MITIC strand is compulsory in the French-speaking cantons under the Plan d'etudes romand. Both are HarmoS-aligned. This creates a large, legally anchored in-service retraining need that is not about artificial intelligence but about the three competence areas the module defines: application competences (productive and ethical use of digital tools), media (critical reflection, safety, privacy, and data), and computer science (algorithmic thinking and information processing). The course also connects to the statutory child-protection reporting duty under ZGB Art. 314d (cyberbullying and online safeguarding) and to the revised Federal Act on Data Protection (revDSG, in force 1 September 2023) for pupil-data handling. Every lesson maps to a specific curricular or statutory anchor, making the course directly countable against a cantonal CPD obligation.

Part I: Foundations (Lessons 1-4)

Lesson 1. The Module and Its Legal Standing

This lesson establishes why the Media and Computer Science module (Modul Medien und Informatik) is compulsory across the whole span of compulsory schooling in the German-speaking cantons and its equivalent MITIC strand in the Plan d'etudes romand. Participants examine the legal basis for the module within the HarmoS-aligned language-region curricula and understand where the teaching time is allocated within the weekly timetable. The lesson clarifies that the module is not an optional enrichment but a binding curricular requirement that teachers must deliver, and that its introduction has been a common trigger for compulsory CPD in many cantons. Participants review the official module portal and the mia21.ch foundations document to see the competence descriptors and the time allocation per cycle. After this lesson, participants can explain the legal standing of the module to colleagues and school leaders and can identify the specific pages of their regional curriculum that define the module's compulsory status.

Lesson 2. The Three Strands

This lesson provides a detailed examination of the three competence areas that structure the Media and Computer Science module: application competences (Anwendungskompetenzen), media, and computer science. Participants learn to distinguish these strands conceptually and to see how they interrelate in classroom practice. The lesson uses concrete examples from the module's competence descriptors to show what each strand requires of pupils at different cycles. For the media strand, this includes critical reflection on media content and understanding media influence. For the computer science strand, this includes algorithmic thinking and understanding how automated information processing works. For the application competences strand, this includes productive and ethical use of everyday digital tools across subjects. After this lesson, participants can identify which strand a given classroom activity belongs to and can plan balanced coverage across all three strands in their teaching.

Lesson 3. Cross-Curricular Delivery in Cycle 1

This lesson addresses the specific challenge of delivering the Media and Computer Science module in Cycle 1 (kindergarten and early primary), where there is no standalone subject for the module. Participants learn how the module is designed for cross-curricular embedding within the existing educational areas, particularly languages, mathematics and natural sciences, and arts. The lesson provides practical examples of how media competence, basic computer science concepts, and application competences can be integrated into play-based and exploratory learning activities. Participants examine the Cycle 1 competence descriptors from the module and map them to typical classroom routines and projects. After this lesson, participants can design Cycle 1 learning activities that develop media and computer science competences without requiring a separate subject slot, and can explain to parents how these competences are being built.

Lesson 4. Media Literacy and Critical Reflection

This lesson focuses on the media strand's core requirement that pupils learn to evaluate sources, understand media influence, and reflect critically on their own media use. Participants examine the competence descriptors that define what pupils should be able to do at each cycle, from recognizing that media messages are constructed to analyzing the economic and political interests behind media content. The lesson includes practical strategies for teaching source evaluation, distinguishing fact from opinion, and recognizing advertising and sponsored content. Participants practice designing age-appropriate activities that develop critical reflection without overwhelming younger pupils. After this lesson, participants can teach pupils to ask critical questions about media content, can design lessons that build source-evaluation skills progressively across cycles, and can assess pupils' growing critical awareness.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Safety, Privacy, and Personal Data Online

This lesson addresses the media strand's requirement that pupils learn to protect their own data and privacy online and to behave safely in digital environments. Participants examine the specific competence descriptors related to safety and privacy and connect them to the revised Federal Act on Data Protection (revDSG, in force 1 September 2023), which governs the handling of personal data in school settings. The lesson covers practical classroom strategies for teaching pupils about strong passwords, recognizing phishing attempts, understanding what personal data is, and making informed decisions about sharing information online. Participants also learn how to model safe data practices in their own use of digital tools with pupils. After this lesson, participants can teach pupils the basics of online safety and privacy, can apply the revDSG principles to their own data handling in the classroom, and can create a classroom culture of responsible data behavior.

Lesson 6. Digital Identity and Reputation

This lesson focuses on helping pupils understand that their online activities create a digital footprint that can affect their reputation and future opportunities. Participants examine the competence descriptors that require pupils to reflect on their digital identity and to manage their online presence deliberately. The lesson provides strategies for teaching pupils about the permanence of online content, the difference between public and private communication, and the potential consequences of sharing content impulsively. Participants practice designing lessons that help pupils audit their own digital footprint and make conscious choices about what they share. After this lesson, participants can teach pupils to reflect critically on their digital identity, can guide pupils in managing their online reputation, and can help pupils understand the long-term implications of their digital choices.

Lesson 7. Cyberbullying and Online Safeguarding

This lesson connects the media strand's safety competences to the statutory child-protection reporting duty under Swiss Civil Code Articles 314c and 314d. Participants learn to recognize cyberbullying, online grooming, and other forms of online harm that may affect pupils, and understand their legal obligation to report suspected endangerment to the Child and Adult Protection Authority (KESB). The lesson covers practical strategies for preventing cyberbullying through classroom culture and digital citizenship education, as well as procedures for responding when cyberbullying occurs. Participants examine the indicators of online harm and practice documenting concrete indications (konkrete Anhaltspunkte) as required by the reporting duty. After this lesson, participants can recognize signs of cyberbullying and online harm, can implement preventive classroom strategies, and can fulfill their statutory reporting duty under ZGB Art. 314d when online endangerment is suspected.

Lesson 8. Application Competences (Anwendungskompetenzen)

This lesson focuses on the application competences strand, which requires pupils to use everyday digital tools productively and ethically across subjects. Participants examine the competence descriptors that define what pupils should be able to do with word processing, spreadsheets, presentation software, communication tools, and search engines. The lesson emphasizes that application competences are not about learning specific software but about developing transferable skills for using digital tools effectively and responsibly. Participants practice designing cross-curricular activities that build these competences in authentic contexts, such as producing a report in language arts, analyzing data in mathematics, or creating a presentation in social studies. After this lesson, participants can integrate application competences into subject teaching, can assess pupils' productive use of digital tools, and can teach pupils to choose appropriate tools for different tasks.

Lesson 9. Foundations of Computer Science

This lesson introduces the computer science strand, which requires pupils to understand algorithmic thinking and how automated information processing works. Participants examine the competence descriptors that define what pupils should know about algorithms, programming concepts, data representation, and the functioning of digital systems. The lesson provides practical, unplugged and plugged activities for teaching these concepts at different cycles, from simple sequencing and pattern recognition in Cycle 1 to basic programming and debugging in Cycle 3. Participants learn that computer science is not about teaching a specific programming language but about developing computational thinking skills that are transferable across domains. After this lesson, participants can teach the foundational concepts of computer science, can design age-appropriate activities that develop algorithmic thinking, and can explain to pupils and parents why computer science is part of compulsory schooling.

Lesson 10. Data and Representation

This lesson deepens the computer science strand by focusing on how information is encoded, stored, and structured in digital systems. Participants examine the competence descriptors that require pupils to understand binary representation, data types, file formats, and the organization of data in databases and spreadsheets. The lesson provides practical activities for teaching these concepts, from representing information with binary codes in Cycle 2 to understanding data structures and databases in Cycle 3. Participants learn to connect data representation to the application competences strand, for example by teaching pupils how file formats affect image quality or how databases organize information for efficient retrieval. After this lesson, participants can teach pupils how digital systems represent and store information, can design activities that build understanding of data structures, and can help pupils make informed choices about data formats and storage.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Age-Appropriate Progression Cycle 2 to Cycle 3

This lesson addresses the sequencing of media and computer science competences as pupils advance from Cycle 2 to Cycle 3. Participants examine the competence descriptors for each cycle and learn how the module builds from foundational skills in Cycle 2 to more complex and abstract concepts in Cycle 3. The lesson provides practical guidance on how to ensure that pupils have the prerequisite competences before moving to more advanced topics, and how to differentiate for pupils who are ahead or behind the expected progression. Participants practice mapping a specific competence across cycles to see how it deepens and broadens. After this lesson, participants can plan a coherent progression of media and computer science learning across Cycles 2 and 3, can identify where pupils may need additional support or challenge, and can align their teaching with the module's cycle-based competence build.

Lesson 12. Screen Time, Attention, and Health

This lesson connects the media strand to the HarmoS health educational area by addressing the impact of screen time on pupils' physical and mental health. Participants examine the competence descriptors that require pupils to reflect on their own media use and to develop balanced habits. The lesson covers research-based guidance on age-appropriate screen time, the effects of digital media on attention and sleep, and strategies for promoting physical activity and face-to-face interaction alongside digital learning. Participants practice designing lessons that help pupils audit their own screen time and develop personal strategies for balanced use. After this lesson, participants can teach pupils about the health implications of screen time, can promote balanced digital habits in the classroom, and can connect media education to the movement-and-health educational area of the HarmoS-aligned curricula.

Lesson 13. Copyright and Lawful Reuse in the Classroom

This lesson addresses the legal and ethical dimensions of using and having pupils use digital content. Participants examine the competence descriptors that require pupils to understand copyright, licensing, and the lawful reuse of digital materials. The lesson covers the basics of Swiss copyright law as it applies to educational settings, including the distinction between fair use and infringement, the use of Creative Commons and open educational resources, and the proper attribution of sources. Participants practice teaching pupils how to find and use images, music, and text lawfully, and how to cite sources correctly. After this lesson, participants can teach pupils about copyright and lawful reuse, can model proper attribution in their own materials, and can help pupils develop ethical habits for using digital content.

Lesson 14. Assessing Media and Computer Science Competences

This lesson focuses on the challenge of assessing competences in a module that is partly practical and partly theoretical. Participants examine the competence descriptors and learn how to design formative and summative assessments that capture pupils' progress in application competences, media literacy, and computer science. The lesson covers strategies for assessing practical skills through observation and performance tasks, assessing critical reflection through discussions and written work, and assessing computer science understanding through problem-solving activities. Participants practice designing assessment criteria and rubrics aligned to the module's competence descriptors. After this lesson, participants can design valid and reliable assessments for media and computer science competences, can provide meaningful feedback to pupils, and can report progress in the module in a way that is consistent with the competence orientation of Lehrplan 21 or the PER.

Lesson 15. Building a Module Implementation Plan

This final lesson requires participants to produce a canton-compliant scheme of work for the Media and Computer Science module for a specific cycle or class. Participants synthesize the learning from all previous lessons to create a practical implementation plan that covers all three strands, sequences competences appropriately across the school year, integrates the module with other subject areas, and includes assessment strategies. The plan must also address the connections to the child-protection reporting duty under ZGB Art. 314d and to data protection under the revDSG. Participants present their plans for peer feedback and refine them based on discussion. After this lesson, participants can produce a complete, canton-compliant implementation plan for the Media and Computer Science module, can justify their planning decisions with reference to the curricular and statutory anchors, and can lead the implementation of the module in their school.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.