EKI Project

    

Based on the Basque Curriculum

The objective is complete, integral personal development: obtaining the basis of our very own Basque culture and universal culture in order to continue studying at the next level and go on learning in the context of work and throughout life.

Pupils’ leaving profile is the objective

The knowledge, abilities and skills which pupils have to acquire at each level are specified. The whole curriculum of the educational process has been drawn up with the leaving profile in mind.

Basic general skills are developed in different areas of learning

Obtaining academic knowledge is not enough. Pupils must acquire skills for dealing with all sorts of situations in life, thinking and learning, communication, living in society, being themselves and knowing how to do things and get things done.
 

Based on pedagogical integration

Faced with real situations, pupils have to be used to finding and making use of the resources they need; both alone and in groups, they have to try to find solutions, and make use of what they have learned when confronted by new situations.

Cooperative learning is encouraged

Pupils work in teams. Education-based participation is encouraged. Shared development is the objective and, to that end, each pupil’s role is defined beforehand.
 

Basque-based multilingualism is developed

Education is integral and integrated, ensuring that pupils know Basque and use it appropriately in all situations.

Digital skills are developed in all didactic units

Using ICT in all areas is a new pedagogical approach. To do so, ICT has been made available to education, and this has reinforced pedagogical advantages. ICT achievement levels are set out for each didactic unit and in the objectives for each area and academic year; to do so, activities for developing digital skills are suggested in each unit.
 

Evaluation is based on the acquisition of basic skills

Evaluation is designed to show whether pupils have acquired basic leaving profile skills (both for each subject and in a metadisciplinary way).

Three types of evaluation are available:

  • Diagnosis: in order to see individual pupils’ and groups’ situations and needs in each didactic unit.
  • Process evaluation and educational evaluation: in order to see pupils’ strengths and weaknesses at each moment and, consequently, take the right decisions.
  • Verification evaluation: in order to measure pupils’ performance and make us of corrective measures.

Teachers’ skills are developed

In 21st century schools, teachers have to be able to create and manage educational situations in order to develop pupils’ skills. Our challenge is to draw up and prepare training for the teachers who have to take curricular suggestions specified in the EKI project to the classroom so that they can acquire the teaching skills which they need in order to do so.