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Feedback is most effective when it is provided in a timely manner – “on the fly” = that is, during the course of an interaction, or within a few days of an assignment.

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Assessments of key competences, whether formative, summative or selfassessments, need to capture the student’s:
- Reasoning processes
- Understanding of interconnections
- Ability to perform complex tasks
- Attitudes, such as curiosity, perseverance and motivation to learn

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Create an environment where students can make connections across the subject

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Check list for an inquiry-based activity

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Check list for an inquiry-based activity

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- What is your project idea?
- What is the time frame proposed?
- Is the project idea manageable?
- Is it a project just between you and your class or will you collaborate with other teachers in your school or in other countries
- If it involves partners from other countries, what is the language proposed?
- What subjects could be integrated into this project?
- What technical tools, if any, will you use?
 How does your project fit with the school planning and calendar?

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In the traditional classroom it is the teacher who asks questions to which answers can easily be found and which usually do not go beyond the immediately available information. In an inquiry-driven classroom, it is not only the teacher who asks open-ended questions, but also students themselves. Students are encouraged to question arguments, information, ideas, opinions and viewpoints, to go deeper and generate new questions, which will lead them to new knowledge.

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Assessments need to provide ways for students to demonstrate that they can use knowledge, skills and attitudes to reason, solve problems and so on. New tools such as portfolios and e-assessments will be very useful for teachers.

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The main recommended approach to teaching key competences is through the provision of interactive learning environments

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A useful definition is given by Hoskins and Crick who state that a ‘competence’ can be defined as ‘a complex combination of knowledge, skills, understanding, values, attitudes and desire which lead to effective, embodied human action in the world in a particular domain’. In other words, being competent means being able to effectively apply a combination of knowledge, skills and attitudes to successfully react to a situation or solve a problem in the real world.

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G.B. Cerletti is a highschool for agricolture located in Conegliano, a town vocated to viticulture and enology. It's, in fact, the oldest school for enology in Italy, born in 1876. It is a very big school, including both vocational and techical courses. The students are talented for manual and practical work.
It's a school where we handle every day the competences theme

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Learning diary

I teach Agronomy in a secondary school in Conegliano - Treviso, Italy. I’ve got a degree in forestry and afterwards I worked a few years in the environmental sector. In 2007 I’ve began working in school. I've been teaching this subject for 10 years. I love my job and I think it's the best in the world, because of the continuos contact with young people and because it's a way of being in touch with culture. In fact, I love learning new things, not only about my subject but also about teaching and learning methods.