Competency-based work seeks to develop a number of skills in pupils that will enable them to tackle personal challenges and thus contribute to their ability to be happy. Competencies seek to go beyond "knowing" and into "know-how", i.e. a type of knowledge that can be applied and adapted to a range of situations and contexts and that will help our pupils to get along in life. Conceptual content remains important but is seen as a means rather than an end.Competences web Types of competencies
In project-based learning, pupils investigate motivational issues and topics in contexts of real-world problems, incorporating scientific, artistic, social, technological and mathematical themes. Students work in teams, using the technology available to them to perform various tasks and access different sources of information.
Project-based learning has many advantages: it deals with concepts and principles from one or more disciplines, involves students in investigation for problem solving, enables them to work autonomously to build up their own knowledge and results in objective, realistic outcomes.
Students work cooperatively, setting shared goals to be reached by the team and organising their time and work space so as to attain those goals.Cooperative learning
Several times during the school year, pupils work in a multidisciplinary setting to resolve project set in a more significant, realistic fashion. Some of these projects cover all the subjects in a single knowledge area and others involve all the subjects in the year (UDIN projects). For example: Proyecto Multiculturalidad ["Multiculturality Project"] (UDIN DBH 1). Proyecto Identidad Sexual y Diversidad de Género ["Sexual identity & Gender Diversity"] (UDIN DBH 2). Smart Community Project (UDIN DBH 3) and Mi Futuro ["My Future"] (DBH 4).Multidisciplinary learning
Each pupil draws up a personalised learning portfolio based on the projects that they carry out, the progress made and the improvements targeted as regards the development of their competencies and their experiences and growth as individuals.
For two weeks per year, each pupil chooses the areas in which he/she feels most at ease to extend, improve or develop his/her talent. At these workshops pupils of different ages work together, which gives them an opportunity to get to know each other in a different way, understand the importance of cross-sectoral competencies and deploy their individual talents to their fullest extent.Talent workshops web
A personal approach to the process of learning the English Language enables each student to learn at their own pace. Social Science is taught in English at this level to increase the students´ communicative skills.
In the 4th year of upper secondary education pupils can take part in the UNESMUN project if they wish. This programme introduces them to topics concerned with society, politics and economics at worldwide level, and takes the United Nations as a model model for instilling values such as debate, argument, active listening and oratory. The programme concludes with a nationwide event that brings together all the pupils who have worked on the project.
From year three of compulsory secondary education on words pupils may, in line with their interests and/or needs, choose to learn another foreign language (French or German) as well as Basque, Spanish and English. Those students who so wish can also work on their communication skills in English by taking part in the Speaking programme.
The students can conduct some research on a variety of topics and can also participate in different forums and competitions. We aim to spread and share their experience and insights. Example of these are: Inspir a, Tea Time 4 Science, Día STEAM, Zientzia azoka, First Lego League, Elhuyar, Ciencia en Acción, Galiciencia …
Pupils have the opportunity to sit the official Cambridge exams at the school itself. To that end, English teachers guide each pupil towards the type of exam that best suits his/her level.Cambridge- Lauaxeta
The construction of scientific knowledge is reinforced through workshops on robotics and programming with pupils. In this way pupils acquire an in-depth knowledge of programming languages and learn about the importance of logical, structured thinking. We have a specialised robotics workshop in which we work with LEGO, Mindstorm and Arduino robots and other programming languages.
New technologies are used in education for two purposes: ensuring that pupils develop responsible, respectful digital skills and enhancing the quality of the learning process. In the use of technology we always keep our sights set on what we are trying to achieve, how and when.
Feedback between staff and pupils concerning the learning process and their improvements is a key element in the development of competencies among pupils and in the assessment system as a whole. Apart from continual, ongoing feedback throughout the school year, each pupil receives exhaustive feedback on his/her strengths and potential areas of improvement at three points during the year.
Opening up to the outside world is an essential requirement for the future of pupils at Lauexeta Ikastola. That is why pupils in year four of compulsory secondary education take part in a joint project with the Sint Jozef Humaniora school in Bruges, aimed at improving pupils´ communication skills in English.
The certificate of Dual- Bachillerato enables the students to attain two diplomas simultaneously: The Bachilleato Certificate of their contry (obtained at the school) as well as the diploma of the American Bachillerato or High School Diploma (online). Through this programme we intend to achieve three goals: linguistic immersion, technological immersion and personal immersion.
In the first and second year of Secondary education, the students are given the option of studying Maths at 2 different levels: The standard level and the advanced level. This way we can respond to the different learning needs and talents of each student.
The students in Upper Secondary Education carry out a range of projects in which they use video as a device to communicate and disseminate their insights. In this way, they practise the skills of recording techniques, professional editing and communicative and oral competences.
Compulsory secondary education comprises four years At this stage we seek to consolidate the competencies, skills, abilities and knowledge that all individuals need to get on in society. The curriculum is therefore organised in such a way that learning projects, problem-solving, teamwork and the acquisition of basic skills are the main lines that underpin the personalised learning portfolios drawn up for pupils.