Competition meant by the ability to use the knowledge andskills across the board and interactive contexts and situations that require
the intervention of knowledge related to different knowledge, which implies
comprehension, reflection and discernment considering the social dimension of
each situation.
The curricula of primary and secondary schools include the
eight core competencies that students must achieve at the end of basic
education.
1. Linguistic communicative competence
Ability to communicate orally (talk and listen) and express
themselves in writing and audiovisual languages, using ICT and the body, with
management of the diversity of languages, with the proper use of different
types of media and text and adaptation to different functions.
It involves knowledge of cultural diversity and the operating
rules of linguistic diversity, as well as the strategies necessary to interact
in an appropriate manner.
2. Artistic and cultural competence
Involves knowing, understanding, appreciating and evaluating
a variety of cultural and artistic events, using them as a source of enrichment
and enjoyment and considering them as part of the heritage of peoples.
In addition, is able to create words with the body, with all
kinds of materials, media and technology tools, both individual and collective
representations and to facilitate analysis of the performance of the individual
to live and coexist in society.
Methodological skills:
3. Data processing and digital competence
It involves managing the information from and access to its
transmission, all using different media, including the use of ICT as an
essential element to inform, learn and communicate.
Implies a critical attitude towards the evaluation of the
available information, comparing it where necessary, and to respect the rules
of conduct agreed socially regulate the use of the information and its sources
in different formats, and to join communities virtual learning.
4. Mathematical competence
It involves the ability to understand, use and relate
numbers, basic operations, symbols and forms of expression and mathematical
reasoning, both to produce and interpret different types of information, for
further insight and quantitative aspects spatial reality and to understand and
solve problems and situations related to everyday life and scientific knowledge
and the labor and social world.
5. Learning to learn
It involves awareness, management and control of their own
skills and knowledge from a sense of personal competence and efficiency, and
includes both strategic thinking and the ability to cooperate, to
self-assessment and the efficient handling of set of resources and intellectual
work techniques to transform information into knowledge itself.
Personal skills:
6. Competition autonomy and personal initiative
Involves the acquisition of awareness and application of a
set of values and
personal attitudes and interrelated (responsibility, perseverance,
self-knowledge, self-esteem, creativity, self), emotional control, calculate
risks and face problems and the ability to delay immediate
gratification, to learn from mistakes and take risks.
And the ability to choose wisely, to imagine projects and
carry out the necessary actions to develop personal choices and plans in the
context of individual or group projects, taking responsibility, both personal
as in the social and labor.
SPECIFIC SKILLS centered coexist and Inhabiting the World
7. Knowledge of and interaction with the physical world
Involves the development and implementation of the thinking
of science and technology to interpret the information received and to predict
and make decisions with initiative and autonomy in a world in which advances
that are taking place are very fast and have a decisive influence on the life
of people, society and the natural world.
It also means differentiation and assessment of scientific
knowledge in contrast to other forms of knowledge, and the use of ethical
values and
associated science and technology development.
8. Social and civic competence
Ability to understand the social reality in which they live,
face coexistence and conflict using ethical judgment based on democratic values
and
practices, and exercising citizenship, acting with their own criteria,
contributing to building peace and democracy, and maintaining a
constructive, supportive and responsible to the fulfillment of civic rights and
duties.
The objectives and contents of each of the areas and
curricular materials should take into account the comprehensive development of
all the basic skills and, consequently, you will need from all areas and
subjects are taken into account communication skills, the methodological , the
personal and the specific, peculiar aspects that relate to their own
discipline. The evaluation criteria used as a reference to assess the degree of
gradual acquisition of different skills. To get a more accurate picture of how
each of the areas and curricular materials pose these basic skills in the
introduction of each requires and helps develop them.
The determination of projects and the operation of the
center, organizing classroom activities, as well as extracurricular activities
and can contribute also to the acquisition of basic skills.
The oral and written expression are fundamental tools for the
development of basic skills and should be included in the development of all
areas and subjects.
To advance the attainment of basic skills is essential to
frame the teaching and learning environment in the following four areas:
"Learning to be and act independently
Learning to be and act independently so that everyone builds
their own way of being and way of using this to develop in situations in
schools and raise their own lives. Self-awareness work, construction and
acceptance of one's own identity, emotion regulation, self-discipline and the
development of learning strategies, critical thinking and responsible habits is
essential for learning to be and act independently.
"Learn to think and communicate
Learn to think and communicate in order to promote
understanding of the significant information and knowledge building
increasingly complex. Search and manage information from different sources and
formats, using different types of languages (verbal, written, visual, physical,
digital ...) in the communication of information, feelings and knowledge, work
cooperatively and be aware of their own learning promotes knowledge
construction and development of thought.
"Learn to discover and take initiative
Learn to discover and take initiative to boost the use of
knowledge that is available to interpret reality, establish interactive
dialogues and factual situations, promotes the construction of significant
knowledge and increasingly complex and commitment to get engaged in improvement
processes. Explore, experiment, ask questions and test hypotheses, plan and
develop projects, find alternatives become key elements in the process of
training of students.
"Learning to live and inhabit the world
Learning to live and inhabit the world so that men and women
become active citizens in a democratic and participatory. Awareness for social
belonging and community, respect for diversity, the development of social
skills, participatory running of the institution school, teamwork, positive
management of conflicts, the development of joint projects, favor social
cohesion and the formation of people committed and supportive.
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