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 Type 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.
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. For example: Proyecto Agua ["Water Project"] (UDIN LH 3), Proyecto Salud ["Health Project"] (UDIN LH 4), Proyecto Sectores ["Sectors Project"] (UDIN LH 5) and Proyecto Energía ["Energy Project"] (UDIN LH 6).
This is used in the later years of primary education. Educational robotics is an interdisciplinary teaching system. It does not focus solely on mathematics or technology but encourages pupils to develop many different skills and competencies. Programming is a window onto a new world of possibilities that can easily be adapted to project-based work in the different stages of education.
Thinking routines are designed to encourage greater engagement with the content to be explored, develop the abilities of pupils and enable their thinking processes to be seen. What we want is for pupils to understand that there are different types of thinking and that each one is used at different times in investigation processes.
Our education model and the changes that are being made as regards the curriculum and above all methods and assessments can entail changes in IT infrastructures and spaces. Pupils in this stage of the process are provided with a tool (iPad) to help them respond better to the educational needs and innovation projects presented. These iPads are held individually by pupils as tools to supplement conventional classroom resources such as exercise books, pens and pencils, etc.
With two hours per week of science teaching in English, pupils learn the communication skills that they need to progress through the different levels in that language. Working on the basis of projects provides pupils not only with the competences that they need in the field of science but also with activities in all areas of language skills: spoken and written comprehension and expression.
As a game of an intellectual nature, chess is a good educational resource for helping pupils to develop numerous mental skills for optimising their learning processes and their education in values.
As educators we go beyond innate creativity and seek actively to develop creativity by encouraging potential and helping pupils to make the best use of individual and group resources within the teaching-learning process. Creativity is taught as a subject for one hour per week to primary pupils, putting the creative potential of each individual to the test.
Among the different topics we work through these projects we can find contact with nature, zero kilometer or the possibility of consuming local vegetables. We can also increase the awareness of diet in our system, as well as the promotion of sustainable comsumption.
All this is thanks to the school garden and the Laia project which coordinates all the work done.
Laia- School Garden
The "Ikerlari" infant education programme is upsized in the first cycle of primary education and turned into sessions of project-based learning, in which pupils acquire knowledge about their social and natural surroundings through investigation. Through this method they develop the capability to solve their own concerns effectively, taking a critical, effective outlook towards the management and treatment of information and knowledge.
The students at this stage can choose activities from a broad range according to their interests: technological laboratory, (science, technology and robotics), dance, choir or artistic expression.
In the technological laboratory we develop multiple skills such as problem based learning, the STEAM methodology and the online market place. Activities such as dance, choir and artistic expression are targeted to increase the development and expression of the students´ creativity.
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: Inspira, Tea Time 4 Science, Día STEAM, Zientzia azoka, First Lego League, Elhuyar, Ciencia en Acción, Galiciencia …
The educational program of philosophy of Lauaxeta ikastola is developed from the age of 4. Based on the framework of OneTwoThink´s "Pedagogy of Thought", it brings together theories, research and teaching materials from various international projects related to the teaching of applied philosophy and the development of thought.
The general objective is to work on strategies to develop logical-analytical, critical, creative, philosophical and metacognitive competence.OneTwoThink
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.