Skills-based Education

We want students to learn to learn for life, and to make tangible one of the pedagogical philosophies of our educational project: "Well-rounded knowledge rather than knowledge overload."

In our school we foster and celebrate the different abilities, intelligences and competencies of our students.

Skills-based education aims to integrate knowledge by seeking to make learning more functional, by ensuring that it is applied to different contexts and transferable.

We promote autonomy, self-regulation, motivation to learn, interdisciplinary knowledge, experimentation, the culture of critical thinking ...

We do this through different programs: teaching units, projects, workshops, active methodologies… considering the diverse nature of our class groups, the importance of assessment in learning, support…

 

During the last years, we have integrated the work of basic skills into the centre. The communicative, methodological, personal and social competences are framed in the following four axes:

  • Learning to be and act autonomously
  • Learning to think and communicate
  • Learning to discover and take initiative
  • Learning to live together and inhabit the world

Skills can be understood as abilities and knowledge applies in a transversal and interactive way, in contexts and situations that require the use of knowledge linked to different learning contexts.

They are key because they are considered essential and provide a set of cognitive, procedural and attitudinal skills that can and should be achieved in compulsory education. They are not common minimum levels, as the curriculum deals with desired learning outputs. The main contribution of  skills is to guide teaching to identify the contents and evaluation criteria that are essential to dynamic learning.

 

 

The 8 skills or competencies are:

  • Competence in linguistic communication
  • Cultural and artistic competence
  • Competence in information processing
  • Mathematical competence
  • Learning how to learn
  • Competence in autonomy and personal initiative
  • Social and civic competence
  • Competence in knowledge of and interaction with the physical world