The name of the Think S(h)are project reflects its main goals and concepts: thinking, sharing and the SARE network of skills and knowledge. This project seeks to enrich the curriculum in all classrooms though the broad deployment of innovative methods that foster experimentation and significant learning using various formats and learning spaces.
The aim is to create spaces and times that can activate learning processes based on the transfer of knowledge and skills. It is a system of "interlinked spaces" in which students take a path on which they acquire certain skills and knowledge by experimenting with numerous items (manipulative play, apps, board games, etc), with various degrees of autonomy, freedom and regulation. In infant education this path comprises four spaces, each characterised by a different style of learning: guided learning, autonomous learning,didactic play and free play.
Through this programme, pupils in infant education acquire knowledge about living in society (culture, customs, rules, etc) and develop the social and emotional skills required to tackle life in the most positive, balanced way possible. This is a space which on the one hand deals with spontaneous, day-to-day conflicts and on the other hand works explicitly and preventively on the capabilities and skills attributed to socially and emotionally healthy and happy individuals.
We are strongly committed to introducing and using new technologies in the classroom. We therefore provide times and spaces in which such tools are used in response to real learning needs, as a way of improving the intellectual and social performance of pupils.
In classes for five-year-olds we use robots as tools for acquiring spatial concepts and introducing younger children to programming. The sessions with the robot also provide significant opportunities for philosophical reflection.
The purpose of this programme is to develop artistic creativity, and to that end two learning and experimentation spaces are established. One of them focuses on the acquisition of basic skills and techniques for painting. The other provides time and space for absolutely autonomous, independent, dive urgent creativity in which pupils can experiment with a wide variety of materials.
Hands-on manipulation and experimentation take centre stage in mathematics sessions, thanks to a range of didactic games, materials and apps used to develop skills and knowledge concerned with mathematical concepts via the Linked Spaces methodology.
Creativity is developed through the education process by encouraging potential and ensuring better use of individual and group resources within the teaching-learning process.
The main goal of the HitzHartu programme in infant education is to stimulate language and oral communication. Students are immersed in the world of reading and writing through play and techniques for stimulating phonological awareness, and they develop understanding in its broadest sense, reinforcing their inferential skills in particular. Oral communication takes centre stage in "creative expression" sessions, in which pupils are gradually introduced from a young age into the art of oratory and produce a wide variety of discourses in all styles.
In the context of commitment to psychosocial development, there is a space designed expressly for pupils to explore their bodies and their physical skills while they interact with others and express their basic emotions freely. From the age of four onwards these free-style sessions are supplemented by sessions directed more towards the development of physical skills.
This is a programme that brings together various projects concerned with exploring the natural world, where pupils take the role of investigators and explorers, putting forward hypotheses, collecting and analysing data and thinking about the causes and effects of the forces and elements of nature. The school garden plays a leading role in this programme. It helps pupils to acquire an environmental education, instilling respect for the environment and an understanding of the links between human beings and between humans and nature.
Compulsory primary education comprises six years, during which basic skills are consolidated and working techniques are introduced to help pupils analyse and acquire a more rational, objective view of reality. Increasingly complex tasks are introduced, work on cooperation begins and pupils become more and more autonomous. Throughout this process a wide range of learning circumstances and rates emerges, depending on individual differences, and this requires proper treatment of the uniqueness, autonomy and emergence of each pupil.
Competencies and tools are used consciously to investigate and explore knowledge autonomously.