Our Project is based on the eight competences recommended by the European Parliament and of the Council. These competences provide added VALUE for the labour market, social cohesion and active citizenship by offering flexibility and adaptability, satisfaction and motivation. They should be acquired by everyone, this recommendation proposes a reference tool for European Union countries to ensure. These key competences are fully integrated in their strategies and particularly in the context of lifelong learning. The Reference Framework sets out eight key competences:1) Communication in the mother tongue;2) Communication in foreign languages;3) Mathematical competence and basic competences in science and technology;4) Digital competence;5) Learning to learn;6) Social and civic competences;7) Sense of initiative and entrepreneurship;8) Cultural awareness and expression.There are a number of themes that are applied throughout the Reference Framework: critical thinking, creativity, initiative, problem solving, risk assessment, decision taking, and constructive management of feelings play a role in all eight key competences. In our project we use VALUES and we are going to integrate them in our school curriculum, a group of contents that deal with human values, attitudes and social rules which are implicitly present in schools, both in teaching and learning. We, as teachers, must insist on the fact that moral and civic education, education for peace, for health, for equality of opportunities among the sexes, environmental education, among others must be present in everyday teaching practice, for our students to be better citizens and make a better world. The Universal Declaration states that all human beings are endowed with dignity, rights, reason and conscience. When students leave school should have qualities of self-confidence, optimism, high self-esteem, and a commitment to personal excellence as a basis for their potential life roles as family and community, and they also should have the capacity to exercise judgement and responsibility in matters of morality, ethics and social justice, and the capacity to make sense of their world and to accept responsibility for their own actions. Parents and families are the primary source of values education for their children but they expect support from schools in this aspect. Values education is an essential part of effective schooling.In our project we should incorporate Values into our school policies and teaching programs across the key learning areas. Our project is going to work 9 values, one every month. These are the most important values we can work together:December - Respect: Treat others with consideration and regard, respect another person´s point of view (empathy). No bullying. January - Freedom: Enjoy all the children rights and privilege of a European citizen and stand up for the right of others. February - Solidarity: Care for self and others, to help people who are in need, to support each other in hard moments. We and our students can help poor people and making friendship on Valentins Day. March - Responsibility: resolve differences in constructive and non-violent and peaceful ways, contribute to school, society and to civic life, take care of the environment. April - Tolerance and Inclusion: Be aware of others and their cultures, accept diversity within a democratic society, being included and include others. May - Sharing: To share good moments, ideas, goods, projects and knowledge. Jun- Participation: sharing something with others, making decisions and work in cooperative groups. We will celebrate The Popular Games Day. The idea is to learn popular games from our partners and play together. September & October – Commitment: Be more active, promise yourself to improve and be better at school, at home and in our community. November - Honesty and Trustworthiness: Be Honest, sincere and seek the truth. The final aim of this project is make all schools apply their values education priorities to their overall curriculum provision and their procedures and rules. School should use values education to build student social skills. This includes addressing isues such as behavior management and discipline, violence and bullying and other risk behavior, improved relationship and students´ personal achievement.
Our project is based on the eight competencies recommended by the European Parliament and the Council. These competences provide added value for the labor market, social cohesion and active citizenship by offering flexibility and adaptability, satisfaction and motivation. Key competencies are fully integrated into their strategies and, in particular, into the context of lifelong learning. The reference framework defines eight key competencies: 1) Communication in the mother language, 2) Communication in foreign languages, 3) Mathematical competence and core competencies in science and technology, 4) Digital competence, 5) Learning, 6) Social and civic competencies, 7) The sense of initiative and entrepreneurship, 8) Cultural awareness and expression. There are a number of themes that apply throughout the reference framework: critical thinking, creativity, initiative, problem solving, risk assessment, constructive sense management play a role in all eight key competencies. In our project, we used VALUES and integrated our school curriculum - a set of contents that deal with human values, attitudes and social rules that are implicitly present in schools, both in teaching and in education. We, as teachers, have to insist on the fact that moral and civic education, education for peace, health, equality of opportunity between the sexes, environmental education must, among other things, be present in everyday pedagogical practice so that our students are better citizens and create a better world. The Universal Declaration states that all human beings are endowed with dignity, rights, reason and conscience. When students leave school, they should have the qualities of self-confidence, optimism, commitment to personal perfection as a basis for their potential life as a family and community, and they should have the ability to exercise judgment and responsibility in matters of morality, ethics and social justice ability to give meaning to their world and take responsibility for their own actions. Parents and families are the main source of education for their children, but they expect school support from them. The value of education is an essential part of effective education. In our project, we have incorporated values into our school policy and teaching programs within the key areas of education. Our project was based on 9 values. These are the most important values with which we have been able to work together: December - respect: we have learned to respect the opinion of another person (empathy). No bullying. January - Freedom: We recalled all children's rights and the privileges of a European citizen, and together we stood for the right of others. February - Solidarity: We care about ourselves and the others, helping people in need, supporting each other in difficult moments. We and our students helped poor people on Valentine's Day. March - Responsibility: we have solved the differences in a constructive and non-violent manner, we have contributed to our environmental activity. April - tolerance and inclusion: We have learned about other cultures, we have accepted diversity within a democratic society. May - we shared our moments, we had activities that we all did together. June - participation: we worked in cooperative groups. We celebrated International Day of Children. The aim was to learn popular games from our partners and play together. September and October - Commitment: We were more active and we promised to improve at school, at home and in our community. November - Honesty and Trustworthiness: The ultimate goal of this project was for all schools to apply their values to educational priorities in their overall curriculum design, and their practices and rules. The school used value education to build student social skills. This includes addressing issues such as behavioral and discipline management, violence and bullying, and other risk behaviors, better relationships, and student personal results. Our project was based on key competencies, 9 values, each month in the school year.