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I teach English in the secondary school of Mandra, West Attica, Greece . I hold a B.A in English Language and Literature (University of Athens) and M.A in Comparative Literature (UEA, U.K). For the last 22 years I have worked in state schools.  I have been involved in many projects in the past years. Key areas of paedagogical interest for me are  developing creativity, learner autonomy and critical thinking. I like experimenting with innovative methods and focusing on the learning impact these have on my students. This course touches upon my interests as a teacher and I hope to enrich my knowledge concerning teaching New Competences.

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1.3 Key Points on Teaching Key Competences

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1.3 Key Points on Teaching Key Competences

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Provision of interactive environments is an absolute essential for teaching new competences as these environments foster debate, experimentation,exploration and creativity. They promote social interaction which  in turn helps internalization of learning.
We have the chance of getting to know how teaching new competences is realized in a school in Finland through the design of an interacitve environment. Lack of financial resources however make the realization of such teaching environments difficult in Europe generally. Such is the case with my country Greece, which in the midst of a severe financial crisis and makes the design and implementation of a new approach teaching scheme difficult.
8 key characteristics of teaching key competences
- task based problem solving activities
-inerdisciplinary learning
-collaborative and individualized learning
- learning that is  both teacher and student led
- technologically enhanced learning
-outdoor and virtual earning
-collaboration of teachers with the wider community to create opportunities for real world learning
-paying attention to the emotional and social aspects of learning
The Maltese experiment has proved that even low achievers benefitted from the implemtation of the new approach.

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Key Points on Assessing Key Competences

This video describes competence-based assessment in a nutshell, outlining effective approaches, including summative, formative and self-assessment. The importance of developing new tools, such as portfolios and e-assessment are also discussed as particularly relevant approaches to assessing key competences.
Comments:  New approaches to learning definetely require new assessment forms. I am eager to learn how these can be realized.

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1.5 Competence-Based Education in Europe

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1.5 Competence-Based Education in Europe

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This video looks at different ways in which European countries have introduced key competences into their school education systems, ranging from legal and curricular frameworks to initiatives addressing all or specific competences. It includes the voices of stakeholders from Norway, Portugal, and Poland involved in implementing specific initiatives aimed at developing teachers’ and learners’ competences.
In particular, Norway has developed a programme linking students from age 6-18 with the arts and culture.
The Global enterprise project refers to the development of enterpereunership and teams up professionalsfrom multinational companies with students.
In Portugal teachers disseminated the digital programme Scratch in order to enhance their students skills in Maths.
Poland has developed a teaching tools data base with tasks designed to increase students critical thinking through problem solving tasks.
All very interesting initiatives!
A coclusion that is drawn is that teachers, parents , learners and the wider community has to be informed about the new competences approach by school leaders as the participation of all stakeholders is essential in the implementation of the new approach is important.

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Competence-based education in Europe today

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1.6 The Irish case study: Key Skills in the Irish Curriculum & Project Maths

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1.6 The Irish case study: Key Skills in the Irish Curriculum & Project Maths

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This video introduces the Irish Key Skills reform in secondary education, targeting pupils aged between 12 and 18. It also introduces Ireland’s Project Maths initiative which aimed at implementing the Key Skills reform in mathematics teaching, learning and assessment. Project Maths aimed to improve learners’ skills in reasoning, sense-making and problem-solving.
Comments: Project Maths refers to a single discipline but teaches students how to think critically and reason successfully in other words it teaches them how to acquire skills which can help them to successfully deal with issues that arise not only in other subjects but in the real world as well. It teaches new ways of thinking and learning. For example it teaches them how to be imaginative and creative.

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Irish case study: Key Skills in the Irish Curriculum & Project Maths

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1.2 The Importance and Definition of Key Competences

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1.2 The Importance and Definition of Key Competences

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Video Talk 1. The video pinpoints why traditional learning does not cater for the needs of future societies of 21st century.  One of the most prominent tranversal competences for the 21st century learner is Collaborative problem solving as it is a key skill required in contemporary and future work environments. CPS entails other skills such as creativity, innovation, ability to make decisions .
Social skills, cultural awareness and ability to think and live in a globalised world is  also of paramount importance. Acquiring competence concerning ICT literacy is central to the development of all tranversal skills. The European Union framework refers to 8 key competences of the 21st century learner. See picture below.
The Competence which is of key importance though is the ability to learn how to learn and the ability to adopt  a life long learning attitude. This is also what I think is a key point.
Relevant links:
https://d396qusza40orc.cloudfront.net/atc21s/Resources/Defining%2021st%20century%20skills.pdf
http://www.oecd.org/general/thecasefor21st-centurylearning.htm
http://edglossary.org/transversal-skills/

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I teach in a Greek state secondary school located in Mandra, West Attica( near Athens). My students' ages range from 13-15. The classes I teach could be characterized as mixed ability classes. The students come from all social backgrounds.  Almost all classrooms have got projectors , while laptops are available for every teacher to use. There are 15 classrooms in the school . 7 of them have got immediate internet access. I am part of a team of highly qualified colleagues eager to embrace innovation. The school is currently  involved in two Erasmus + projects.  A KA2 erasmus+ involving students and a KA1 (teaher training) . The school policy places great emphasis in the CPD of the staff of the school.

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Introducing Competences for 21st Century Schools

Course objectives
1. Understand what is meant by ‘key competences’, also often referred to as ‘21st century skills’, and why developing them in school is so important in today’s world;

2. Understand that the definitions of competences as well as national and international frameworks vary, but share common points;

3. Become familiar with the basic key principles for teaching and assessing key competences, self-assess your current practice, and identify areas for improvement;

4. Become familiar with how various countries across Europe have implemented a key competence approach in school education, particularly in Ireland, which is the case study used throughout the course.