BASIC COMPETENCES
The Basic competences
are those competences that students must learn throughout their whole education
in order to reach his/her personal realization, practice his/her civic
responsibility, get into the adult life satisfactorily and be able to develop a
constant learning process throughout his/her life.
The acquisition of the Basic
competences does not depend on a specific subject or educational stage.
Each one of the curricular areas contributes to the development of different
competences and, at the same time, each one of the Basic competencies is
reached as a consequence of working in different areas or subjects.
The Basic competences
are:
C1. Competence in linguistic
communication.
C2. Mathematical competence.
C3. Competence in knowledge
of and interaction with the physical world.
C4. Competence in processing
information and use of ICT.
C5. Competence in social
skills and citizenship.
C6. Artistic and cultural
competence.
C7. Learning to learn.
C8. Autonomy and personal
initiative.
C1. Competence in linguistic communication
Tiger Team 4 develops
pupils’ linguistic communication skills in English in a systematic and
comprehensive way. Pupils learn to appreciate the importance of listening to
different types of texts and expressing themselves in a clear and comprehensible
way.
Through
exposure to a wide range of stories, dialogues and other short texts, pupils
develop global understanding and the ability to identify relevant information.
They learn to compare content and contexts in listening extracts, and develop
an awareness of the ways these are influenced by social conventions, values and
culture.
Through
games, dialogues, personalized speaking activities and projects, pupils learn
to express their thoughts, emotions, experiences and opinions using both linguistic
and non-linguistic means of communication. Pupils also increasingly initiate
conversations and take part in interactive exchanges and dialogues in the
classroom and everyday context.
In the
development of reading skills, pupils learn to identify relevant information
and give a personal response to different genres and formats of written texts.
They also enjoy reading for pleasure.
Pupils learn
to write in a clear, organized manner using appropriate language and vocabulary
to express their ideas and feelings. They also learn to revise and self-assess
their written work.
C2. Mathematical competence
Pupils develop
mathematical competence through the recognition and use of numbers in a range
of different contexts such as counting objects, following instructions to find
pages in the Pupil’s Book and Activity Book, telling the time and understanding
differences in world time zones.
Through the
use of simple tables, grids and charts, pupils also learn to express and
interpret information and data.
C3. Competence in knowledge of and interaction with
the physical world
Through the
CLIL sections, pupils develop competence in knowledge of and interaction with
the physical world in a range of interesting, lively and dynamic ways. These
include awareness of the influence human beings have on their environment and
the importance of adopting a healthy life style.
C4. Competence in processing information and use of
ICT
Through the
integration of digital and multimedia resources, pupils develop familiarity in
using information and communicating technologies as essential tools for
learning and communication.
C5. Competence in social skills and citizenship
Tiger Team 4 places
great emphasis on developing competence in social skills and citizenship
through the use of methodology which promotes active participation, respect for
classmates, willingness to follow rules, and cooperation and collaboration with
the teacher and peers.
Through the
Culture lessons and video materials, pupils develop an interest in British
culture, an awareness of cultural diversity, and a sense of the society and
community to which they belong.
Pupils learn
to appreciate and value the differences between themselves and others, and
understand how to participate and behave appropriately in different situations.
C6. Artistic and cultural competence
Artistic and
cultural competence is developed through a wide range of short texts, as well
as images and video material which focus on different aspects of British
culture.
These engage
pupils in learning, and lead to pleasure and curiosity in finding out about how
other people live their lives.
C7. Learning to learn
Pupils have different learning styles and this method provides
the opportunity for each pupil to develop and fulfil their potential, according
to their individual strengths, aptitudes and preferences.
The balance
and variety of different activity types throughout each lesson and unit caters
for multiple intelligences: linguistic, logical-mathematical, bodily-kinaesthetic,
spatial, musical, interpersonal, intrapersonal, naturalistic
The emphasis
on learning to learn and thinking skills enables pupils to reflect and become
more effective and autonomous learners.
Pupils
develop awareness of the abilities required for learning such as paying
attention, concentration, memory and making effective use of time. Pupils also
become increasingly confident when faced with new learning challenges and are
willing to take responsibility, show personal commitment and learn from their
mistakes.
In addition
to this, pupils are encouraged to carry out independent investigation for
project work, making use of technology where appropriate.
C8. Autonomy and personal initiative
In Tiger
Team 4, the development of autonomy and personal initiative go hand in hand
with learning to learn as we have seen in Learning to learn. They also learn to
reflect on their learning and to be constructively self-critical as they assess
their own progress.
Autonomy and
personal initiative are also encouraged in regular project work in which pupils
are actively encouraged to express their opinions and divergent views. Autonomy
and personal initiative is also fostered in activities where pupils are
encouraged to be creative and use their imaginations.
We know that language is the main vehicle to acquire
knowledge and to learn, whatever the format is, either oral or written. Without
it, it would be nearly impossible to acquire the competences mentioned above.
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