Competencies

“What the learners are expected to do
rather than on what they are expected
to learn about”
- Richards and Rodgers
“Competencies describe the student’s
ability to apply basic and other skills in
situations that are commonly
encountered in everyday life”
- Schenck

“Performance-based process leading to
demonstrated mastery of basic and life
skills necessary for the individual to
function proficiently in society”
- Savage

“Competencies consist of a description
of the essential skills
, knowledge, attitudes and behaviors
required for effective performance of a
real world task or activity. These
activities may be related to any domain
of life, though have been typically been
linked to the field of work and to social
survival in a new environment”
- Mrowicki

Skills
Abilities
Attitudes and values
Knowledge
Performance-based process

Working this way, the result will be:
 Knowledge  Abilities
Skills
 Attitudes Values
 Performance-
based process

 Learning to know
- Less concerned with the adquisition of
structured knowledge than the mastery of
learning tools.
- Learning how to learn by developing one’s
concentration, memory skills and ability to
think.
- Thinking is something children learn first from
their parents and then from their teachers.

 Learning to do
- Physical tasks are being replaced with a
greater intellectual or cerebral content, as
machines themselves become more
intelligent.
- New working patterns will call for the
intensive application of
information, knowledge and creativity.
- Practical problem-solving thought.

 Learning to live together
- Teach students about human diversity.
- Children should be taught to understand
other people reactions by looking at things
from their point of view (Empathy).
- Some teachers stifle curiosity or healthy
criticism instead of teaching how to debate.
- One essential tool will be a suitable forum
for dialogue and discussion.
- Collaborative projects and social activities.

 Learning to be
- Education should contribute to every person’s
complete development –mind and
body, intelligence, sensitivity, aesthetic
appreciation and spirituality.
- Longlife process which is based both on self-
knowledge and on relationships with others.
- Education: individualized process and at the
same time an interactive social experience.
- Children should be offered every opportunity
for aesthetic, artistic, scientific, cultural, social
discovery and experimentation so that education
can be more cultural and less utilitarian.

 The ability to use language, symbols
and text interactively.
- Effective use of spoken and language
written languaje.
- Use of IT (information tecnology).
- Mathematical skills.

 The ability to use knowledge and
information interactively.
- Identify, locate and access appropiate
information sources.
- Evaluate the quality, appropriateness and
value of that information.
- Organise knowledge and information.

 The ability to use technology
interactively.
- Requires an awareness of new ways in
which our students can use technologies in
their everyday lives.
- Incorporate technologies into their
common practices, which produces a
familiarity with the technology that then
allows them to extend its uses.

 The ability to relate well with others
- Allows students to initiate, mantain and
manage personal relationships.
- Students are able to respect and
appreciate the values, beliefs, cultures and
histories of others where they create an
nice atmosphere.
- Effective management of emotions.

 The ability to cooperate
- Students join forces in groups to work.
- Present ideas and listen to those of others.
- Ability to negotiate
- Understand the dynamics of debate.
- Ability to make decisions that allow for
different opinions.

 The ability to manage and resolve
conflicts.
- Analyse the issues and interests, the
origin of the conflict and reasoning of all
sides.
- Identify areas of agreement and
disagreement.
- Reframe the problem.

 The ability to act within the big
picture.
- Students understand the wider context of
their actions and decisions.
- Take account of how they relate to
school’s norms and in society .
- Have an idea of the system in which they
exist
(culture, practices, laws, regulations, social
norms, moral codes, values and manners).
- Consequences of their actions.

 The ability to form and conduct life
plans and personal projects.
- Orientation toward the future.
- Define a project and set a goal.
- Identify and evaluate resources they have
and resources they need, for example, time
and money.
- Learn from past actions, projecting future
outcomes.
- Monitor progress, making necessary
adjustments.

 The ability to asserts
rights, interests, limits ans needs.
- Students understand their own interests.
- Construct arguments in order to have
needs and rights recognised.
- It is up to our students to identify and
evaluate their rights, needs and interests (
as well as those of others and to assert and
defend them actively.

Competencies

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