EN-SEMVA Project - Educationnal guide volume 1

Educational pack - TOME 1 European key competences and their implementation in the French and Romanian curricula

SEMVA'S ESCAPES GAMES

Dossier pédagogique

I. Project Presentation

II. The project partners

1. SPUC ROLLER (Coordinator - France)

2. AUX COULEURS DU DEBA (France)

3. SCOALA GIMNAZIALA (Roumania)

III. In the European Union, key competencies for education and lifelong learning

IV. In France, key competencies are broken down into a common foundation of knowledge, skills, and culture.

V. In Romania, the implementation of the European framework involves a complete overhaul of the educational approach and school curricula.

VI. Appendix: the project presentation file SEMVA

"Financed by the European Union. The views and opinions expressed are solely those of the author(s) and do not necessarily reflect those of the European Union or the Erasmus+ Agency France / Education Training. Neither the European Union nor the Erasmus+ Agency France / Education Training can be held responsible for this."

Summary

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The flyer of the project

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I. Project Presentation

"Sport and Education: Same Values" (SEMVA) is an Erasmus+ project for exchanging good practices in the field of school education. It is led by SPUC Roller in partnership with our association and the Romanian school of Sutesti. The aim is to create escape games to promote:

• sport and Olympic and Paralympic values
• active citizenship, the values of the Republic and the European Union
• sustainable development and responsible eco-actions.

These escape games will be aimed at children aged 7 to 10 years. They will combine challenges requiring both brains and legs! To allow them to understand the topics addressed, the children will experience various educational and sporting workshops during the 18 months of the project (2024-2025). Thus, in class, across different subjects, various activities such as exercises, games, video screenings, quizzes, debates, meetings, outings, etc., will enable students to acquire and consolidate their knowledge on the themes of the project. At the same time, the children will develop their motor skills by practicing sports in general and gliding sports in particular (roller skating and ice skating). For this, they will be introduced by SPUC Roller as part of the national program "Roll-Slide" initiated jointly by the Ministry of Sports and the Ministry of National Education. At the end of the project, a pedagogical guide will be produced. It will allow education stakeholders (teachers, facilitators, parents, etc.) to use it to promote escape games as relevant educational games to address numerous themes in general, and the themes of the project in particular.

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Volume 3 of the guide

Volume 2 of the guide

Volume 1 of the guide

Construction of learning content for SEMVA's Escape Games

1. Objectives

Discovering the articulation of learning objectives.

2. Disciplines

The chosen school subjects: objectives and targeted skills.

3. Contents

The themes of Escape Games and the educational resources

4. Escapes games

The booklet with the rules and the riddle cards

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In Roumania

In France

Volume 2 of the guide

Volume of the guide

The content of the subjects chosen will enable students to solve the puzzles of the Escapes games

These skills are necessary for personal development, for a healthy and sustainable lifestyle, for employability, for active citizenship, and for social inclusion.

learning

objectives

The key skills have been adapted to the school curriculum:

Articulating

In Europe

The 8 key competences

At school

The national framework

In the project

Targeted learning

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1. SPUC ROLLER (Coordinator - France)

II. Project partners

Founded in 1946 in Pessac, the Stade Pessacais Union Club Roller Sports is a multi-disciplinary roller skating association. Its aim is to promote roller skating through various competitive and leisure activities. A member of SPUC Omnisport, SPUC Roller has over 340 members practising 5 disciplines: Figure skating Skating school (children) Freestyle Roller Roller hockey Hiking After 70 years in existence, the club's impeccable management and outstanding sporting results have earned it recognition as one of the leading national roller associations, as demonstrated by the fact that it has been awarded three stars in the three labels awarded by the French Roller Sports Federation. In 2019, SPUC was awarded the ‘School’, ‘Sport for All’ and ‘Competition’ labels.

2. AUX COULEURS DU DEBA (France)

II. Project partners

With 15 years of expertise, this association specialises in European projects, non-formal education, intercultural dialogue, active citizenship and support for young people with fewer opportunities (NEETs) and people with disabilities. It plays an active role in the creation of educational tools and resources on a range of themes: preventing violence, combating discrimination, inclusion, gender equality, sport for all, citizenship and human rights education, raising awareness of the social economy, etc. As a specialist in non-formal education, it has an excellent command of active teaching (including games as an educational tool) and educational engineering. The association is actively working to create a more inclusive society where everyone can develop at their own pace, according to their own needs and desires.

The school is located in an isolated rural area, in Suteşti, in a village near the town of Drăgăşani (Vâlcea - Oltenia region). It includes nursery, primary and secondary schools. It has 160 pupils aged 3 to 15 and 17 teachers. The families come from working-class and farming backgrounds; there are only two managerial families. The school is benefiting from a government modernisation project, via the Sutesti town council. The risk is that our pupils will leave for the city and the school population will decline. That's why we're working hard to make our school attractive and to raise its profile. Our ambition is to develop our school for the well-being of our pupils and their families. We want to create in our school a common culture with European partners on various issues, and develop a sense of European citizenship. To this end, we have already taken part in a number of European and local projects:-‘From stereotypes to gender equality’ project (KA2 School Education 2019-2022). Hippocrene Prize 2019. Promoting the idea of Europe to primary school children with the Nantes-based teachers' association “Euroécole”. Participation in the national education programme ‘Green Week’: activities outside school linked to climate change, environmental protection and human impact on the environment. -Vivre ensemble’ project on recycling electrical waste. -Participation in the national education programme ‘Autre école’: pupils organise or attend various events. These are mainly cultural, artistic and sporting activities.

3. SCOALA GIMNAZIALA (Roumania)

II. Project partners

In Europe today, entrepreneurial, social and civic skills are essential for adapting to change.

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Created in 2006, the key competences were modified in 2018 to better meet the objective of creating a European area of education that is able to ‘fully exploit the potential of education and culture as drivers of employment, social equity and active citizenship, and as a means of living the European identity in all its diversity’.

And that's why key skills are so important!

The origin of the 8 key competences

Competences are defined as a set of knowledge, skills and attitudes within which :

What are the 8 key competences?

• Knowledge is made up of facts, figures, concepts, theories and ideas that are already established and support an understanding of a certain domain or theme;
• Skills are defined as the ability to carry out processes and use existing knowledge to achieve results;
• Attitudes describe the dispositions and mentalities that enable us to act or react to ideas, people or situations.

Personal, social and learning to learn competence

Citizenship competence

Literacy competence

Cultural awareness and expression competence

Entrepreneurship competence

Digital competence

Mathematical competence and competence in science, technology and engineering

Multilingualism competence

The 8 key competences

Key competences are considered to be of equal importance ; each contributes to the individual's success in society.They can be used in many different contexts and can be combined. They overlap and are closely linked ; essential skills in one area will reinforce the skills needed in another. Skills such as critical thinking, problem solving, teamwork, communication and negotiation, analytical skills, creativity and intercultural competences are all integral parts of key competences.

A positive attitude implies sensitivity to cultural diversity, as well as an interest and curiosity in languages and intercultural communication. It also implies respect for everyone's mother tongue, whether or not they are native speakers of a foreign language.

1. Literacy competence

A positive attitude means having an open mind to constructive and critical dialogue, a taste for aesthetic qualities and an interest in communicating with others. It involves an awareness of the impact of language on others and the need to understand and use language in a positive and socially responsible way.

Skills consist of communicating, in written or oral form, in a variety of situations and monitoring and adapting one's communication according to the context. This includes the ability to : -distinguish between and use different types of text, -search for, gather and process information, - use aids, and formulate -express arguments, orally or in writing, convincingly, depending on the context. These skills include critical thinking and the ability to evaluate and process information.

Skills

Attitudes

Knowledge

To be able to communicate in a foreign language, it is essential to know vocabulary, grammar, spelling and sentence construction. This means knowing the main types of verbal interaction and language registers. It is also important to have a knowledge of the social conventions and cultural aspects of the language.

2. Multilingual competence

A positive attitude implies sensitivity to cultural diversity, as well as an interest and curiosity in languages and intercultural communication. It also implies respect for each person's mother tongue, whether or not they are native speakers of a foreign language.

The essential skills for communicating in a foreign language are the ability to : - understand spoken messages -initiate, continue and end conversations, -read, understand and write texts that meet the needs of the student. A positive attitude implies sensitivity to cultural diversity, as well as an interest and curiosity in languages and intercultural communication.

Skills

Attitudes

Knowledge

3. Mathematical competence and competence in science, technology and engineering

A positive attitude means being critical, curious and concerned about ethical issues, sustainability and safety (for oneself and others).

Skills include : - understanding scientific processes through observation and experimentation, -the ability to think logically and rationally in order to test a hypothesis -the ability to discard one's own convictions that are contrary to scientific findings.

A positive attitude to maths is based on respect for the truth, and a concern for argumentation and its validity.

The essential knowledge is : -elementary principles of nature, basic concepts, theories, principles and methods -technology (products and processes) -the consequences of progress, its limits and risks for the environment.

Science skills refer to the ability to explain the natural world using knowledge, observation and experimentation.

Mathematical competence is the ability to develop mathematical reasoning and intelligence to solve everyday problems.

Mathematical skills are the ability to: -apply basic mathematical principles in everyday life, at home, etc. (e.g. arithmetic) (e.g. arithmetic), -follow the stages of an argument, -use appropriate aids (e.g. statistical data and graphs), -understand the mathematical aspects of the transition to digital technology.

Mathematical knowledge includes : -knowledge of numbers, measurement, etc, -fundamental operations -an understanding of mathematical concepts -an awareness of the problems to which mathematics can provide a solution.

Skills

Attitudes

Knowledge

Skills

Digital competence involves the safe, critical and responsible use of digital technologies to learn, work and participate in society.

Knowledge

Skills include the ability to use, access, filter, evaluate, create, program and share digital content. Students should be able to manage and protect digital information, content, data and identities, as well as recognise and make effective use of software, devices, robots or artificial intelligence.

Students should understand how digital technologies support communication, creativity and innovation, and be aware of their possibilities, limitations, effects and risks. They should understand the general principles and know the basic functions and use of different devices, software and networks.

4. Digital competence

The use of digital technologies and content requires a thoughtful and critical attitude, as well as the curiosity, open-mindedness and proactivity needed to keep up with developments. It also requires a focus on ethics, security and responsibility in the use of these tools.

Attitudes

These skills include the ability to reflect on oneself, to manage time and information effectively, to work constructively in a team, to be resilient and to manage one's own learning and personal and school projects....

To interact with others and participate in society, students need to know and understand generally accepted codes of conduct and rules of communication. The ability to learn how to learn requires knowledge of one's own preferred learning methods, one's skills needs and the different ways of meeting them.

5. Personal, social and learning to learn competence

Skills are based on a positive attitude towards one's own physical and social well-being and lifelong learning. They are based on an attitude of collaboration, assertiveness and integrity. They include respect for diversity and the needs of others, and a willingness to overcome prejudice and accept compromise.

Skills are the ability to know one's capabilities, to concentrate, to manage complexity, to think critically and to make decisions. This includes the ability to learn and work both independently and as part of a team, to organise one's own learning, to evaluate it and to share it. Students should be able to communicate constructively in different contexts, showing tolerance and empathy. They should also be resilient and able to cope with uncertainty and stress.

Skills

Attitudes

Knowledge

Citizenship skills are the ability to act as responsible citizens and to participate fully in civic and social life, based on an understanding of social, economic, legal and political concepts and structures, global developments and sustainable development.

These skills imply an understanding of the European values enshrined in the Charter of Fundamental Rights of the European Union. It requires knowledge and critical understanding of national, European and world history. Finally, this skill requires an awareness of cultural diversity.

Skills

6. Citizenship competence

Respect for human rights as a basis for democracy is the foundation of a responsible and constructive attitude. It includes support for social and cultural diversity, gender equality and social cohesion, sustainable lifestyles, the promotion of a culture of peace and non-violence, as well as a willingness to respect the privacy of others and to take responsibility for the environment.

Attitudes

Knowledge

Skills are the ability to be open to dialogue and diversity. T hey require a critical mind and the ability to argue and solve problems. They require active and constructive participation in activities and relationships. Finally, it involves understanding and analysing all types of information objectively and lucidly.

Entrepreneurial skills refer to the ability to respond to opportunities and ideas and transform them into value for others. They are underpinned by creativity, critical thinking and problem-solving skills, initiative and perseverance, as well as the ability to work as part of a team to plan and manage projects of cultural, social or financial value.

Students should know and understand project planning and management methods, be aware of the ethical principles and challenges of sustainable development, and be aware of their own strengths and weaknesses.

7. Entrepreneurship competence

An entrepreneurial attitude is characterised by : -a sense of initiative and action -responsible, ethical behaviour that respects human rights and the environment

Entrepreneurial skills are based on creativity, which includes imagination, strategic thinking and problem-solving. They include the ability to work alone or as part of a team, and to mobilise resources (human and material). They also involve the ability to anticipate and forecast (risk management). The ability to communicate effectively and negotiate with others is essential.

Skills

Attitudes

Knowledge

Skills

These skills involve understanding and respecting the way in which ideas and meaning are expressed creatively in different cultures.

Knowledge

Skills include the ability to express and interpret figurative and abstract ideas, experiences and emotions with empathy, and to do so through a range of arts and other forms of culture. There is also the ability to participate in creative processes, both individually and collectively.

These skills require knowledge of cultures and an understanding of how they can influence each other and each other's ideas, as well as an understanding of the different ways in which ideas are communicated between the creator and the audience. Finally, it involves understanding how culture can be an instrument for interpreting and shaping the world.

8. Cultural awareness and expression competence

It is important to have an open attitude to and respect for the diversity of cultural expressions, as well as an ethical and responsible approach to intellectual and cultural property. A positive attitude also implies a curiosity about the world, an openness to imagining new possibilities, and a willingness to participate in cultural experiences.

Attitudes

French education system

French education system

2. Methods and tools for learning

1. Languages for thinking and communicating

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5. Representations of the world and human activity

4. Natural and technical systems

3. Training the individual and the citizen

The Common Base is divided into five areas

The Common Base of Knowledge, Skills and Culture

The Common Base of Knowledge, Skills and Culture identifies the knowledge and skills that must be acquired by the end of compulsory schooling (aged 6 to 16).

Area1

Languages for thinking and communicating

Understand and express themselves using four types of language:

• French language
• A modern foreign or regional language
• Mathematical, scientific and computer languages
• Languages of the arts and the body

Area2

Learning methods and tools

Learning to learn, alone or together, in or out of class

• Organising personal work
• Cooperating and carrying out projects
• Media, research and information processing approaches
• Digital tools for sharing and communicating

Area3

Training the individual and the citizen

Transmitting the fundamental values and principles enshrined in the Constitution

• Expression of feelings and opinions, respect for others
• Understanding rules and the law
• Learning about life in society and citizenship
• Responsibility, commitment and initiative

Area4

Natural systems and technical systems

Provide pupils with the foundations of a mathematical, scientific and technological culture

• A scientific and technical approach to the Earth and the Universe
• Curiosity and observation skills
• Ability to solve problems

Area5

Representations of the world and human activity

Develop an awareness of geographical space and historical time.

• Understanding societies in space and time
• Interpretation of human cultural productions
• Knowledge of the contemporary social world

NEW PROGRAMME published in the Official Journal on 13 June 2024.

Targeted skills

3) Building a civic culture

2) Acquiring and sharing the values of the Republic

1) Respecting other people

The aims

Moral and civic education

Moral and civic education has three interrelated aims.

The new skills targeted in 2025/2026

NEW PROGRAMME published in the Official Journal on 13 June 2024.

It will come into force at the start of the 2024-2025 school year for CP classes, at the start of the 2025-2026 school year for CE1 classes and at the start of the 2026-2027 school year for CE2 classes.

The aims

Moral and civic education

The aim of moral and civic education is to develop a moral and civic culture and a critical mind, with a view to enabling pupils to become progressively aware of their responsibilities in their personal and social lives, in conjunction with environmental education and media and information education.

Targeted skills

Targeted skills

• Use vocabulary appropriate to their expression.
• Expressing opinions and respecting the opinions of others.
• Accept differences.
• Be able to cooperate.

Identifying and expressing emotions and feelings

• Understand and experience commitment.
• Understand the meaning of general interest.
• Exercise judgement and develop a critical mind.

Building a civic culture

• Be familiar with the values, principles and symbols of the French Republic, the European Union and democratic societies.
• Explain fraternity and solidarity in simple terms.

Acquiring and sharing the values of the Republic

• Accepting and respecting differences in their relationship with others.
• Be aware of personal responsibility.
• Adopting an appropriate attitude and language when dealing with others.
• Take into account the point of view of others.

Respecting others

• Understand the concept of national and European citizenship.
• Learn about voting.

Identify and understand the frameworks of a democratic society

Moral and civic education

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The new skills targeted in 2025/2026

Civics and citizenship

• Recognise and take into account the emotions and feelings of others.
• Developing the capacity for empathy.
• Understand and support solidarity and mutual aid.
• Understand the notion of the common good and the collective interest.
• Be familiar with issues of collective interest: education for all, the environment, safety, information.
• Know and apply the rules of civility in society.
• Identify the dangers in the situations in which we find ourselves.
• Take initiatives (make choices and justify them).

The new skills targeted in 2025/2026

Moral and civic education

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The new skills targeted in 2025/2026

Fundamental rights and freedoms

• Be familiar with political, economic and social rights: universal suffrage, the right to freedom of expression, the right to employment, health protection, free public education, access to culture, environmental rights.
• Understand the conditions for acquiring French nationality.
• Understand the close link between citizenship and nationality.
• Recognise offences against people: racism, anti-Semitism, sexism, xenophobia, homophobia, harassment.
• Know that the expression of discrimination is punishable by law.
• Know that the fight against discrimination involves deconstructing prejudices and stereotypes.
• To recognise diversity as an asset and not to use differences as a reason for violence.

The new skills targeted in 2025/2026

Moral and civic education

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The new skills targeted in 2025/2026

Principles and symbols of the Republic

• Get to know and understand the Republican symbols.
• Learn to sing La Marseillaise.
• Understand the motto ‘Liberté, Égalité, Fraternité’.
• Know the principle of freedom of conscience.
• Know that France is secular: all beliefs are respected, but their expression is limited by law.
• Know that French is the language of the Republic.

The new skills targeted in 2025/2026

Moral and civic education

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The new skills targeted in 2025/2026

The Republic and how it works

• Know that in France the Head of State is the President of the Republic and that he is elected.
• Know that the mayor is an elected local official and the representative of the State in the city.
• Understand the mayor's role at the head of the community (registry office, schools, environment).
• Learn the meaning of the term ‘democracy’ and how direct suffrage works.
• Understand the concept of equality before the law.
• Understand what is implied by the principle of human dignity.
• Know that the French Republic is a member of the European Union (EU).

The new skills targeted in 2025/2026

Moral and civic education

Targeted skills

The aims

History andgeography

Pupils gradually come to understand how the scientific disciplines of history and geography enable them to reflect accurately on the times and spaces of human societies and to understand a wide range of social phenomena.

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• Situate a fact in a given era or period.
• Order and relate events to each other.
• Identify chronological continuities and breaks in order to understand the periodisation of history.

• Be familiar with the characteristics of historical narratives and descriptions used in history and geography, and produce them.
• Produce graphics and maps.
• Learn the techniques of argumentation.

Finding your bearings in time : building historical reference points

Using different languages in history and geography

• Name and locate major geographical landmarks.
• Characterise a place in a geographical area.
• Situate places and spaces in relation to each other.
• Use analogue and digital representations of spaces at different scales and different modes of projection.

Finding your bearings in space : building geographical reference points

Targeted skills

Targeted skills

History and geography

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• Ask questions and ask themselves questions about historical and/or geographical situations.
• Construct hypotheses for interpreting historical or geographical phenomena.
• Check data and sources.
• Justify an approach, an interpretation.

Reasoning, justifying an approach and the choices made

• Understand the general meaning of a document.
• Compare a document with what you already know about the subject.
• Use your knowledge to clarify and explain the document and exercise your critical faculties.

Analysing and understanding a document

• Understanding different information systems.
• Find, select and use information, using online research tools.
• Check the origin/source of information and its relevance.
• Think critically about digital data, learning how to compare it.

Staying informed in the digital world

Targeted skills

Targeted skills

History and geography

Targeted skills

English

The aims

Living language

Students acquire oral and written skills that enable them to understand, express, interact, transmit and create.

Targeted skills

Target skills

• Write words and expressions whose spelling and syntax have been memorised.
• Use simple structures to write sentences based on a known pattern.

Writing

• Use context, illustrations and knowledge to understand a text.

Read and understand

• Listen to and understand simple spoken messages from everyday life and simple stories.

Listening and understanding

Living language

• Express yourself audibly.
• Take part in simple exchanges in a variety of everyday situations.

Dialogue

English

English

• Identify some major cultural landmarks in the pupils' everyday environment.

Discovering cultural aspects

Targeted skills

Targeted skills

The aim is to give students the means to develop and assert their artistic intentions, and to gain an initial understanding of the major issues raised by artistic creation in the visual arts. Students are encouraged to question the effectiveness of tools, materials, formats and gestures in relation to an intention or project.

The aims

Visual arts and practical skills

Targeted skills

• Choose, organise and use gestures, tools and materials according to the effects they produce.
• Represent the world around them or give shape to their imagination by exploring various fields (drawing, collage, modelling, sculpture, photography, video, etc.).
• Seek personal expression by moving away from stereotypes.
• Integrate the use of computer tools for working with images and searching for information, in the service of artistic practice.

Experimenting, producing, creating

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Targeted skills

Visual arts and practical skills

Targeted skills

• Identify the main tools and skills needed to carry out an artistic project.
• Find their way through the stages involved in producing an individual or group art work, and anticipate any difficulties.
• Identify and take responsibility for their part in a cooperative creative process.
• Adapt his/her project to suit the constraints of the production and to take account of the spectator.

Implementing an artistic project

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Targeted skills

Visual arts and practical skills

Targeted skills

• Using a specific vocabulary, describe and question their own plastic productions, those of their peers and works of art studied in class.
• Justify choices to explain the process from intention to realisation.
• Express his/her emotions accurately, based on his/her own plastic creations, those of other pupils and works of art.

Expressing themselves, analysing their own practice and that of their peers; establishing a relationship with artists, opening up to otherness

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Targeted skills

Visual arts and practical skills

Targeted skills

• Identify and overcome certain cultural and artistic preconceptions and stereotypes.
• Identify a few characteristics that place a work of art in a geographical or cultural area and in a historical, contemporary, near or distant past.
• Describe works of art and offer a reasoned personal interpretation.

Find their bearings in the fields related to the visual arts, and be sensitive to art issues

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Targeted skills

Visual arts and practical skills

Targeted skills

Technology enables human beings to create objects to meet their needs. The aim of teaching technology is to give all pupils the keys to understanding today's technical environment and the skills to take action.

The aims

Science and technology

This subject enables students to construct a scientific vision of reality, with ethical approaches to the burning issues of society.

• Learn how to organize your work.
• dentify and choose tools and techniques to keep track of your research.

• Search for information on the Internet to answer a scientific question or problem, choosing relevant keywords and assessing the reliability of sources and the validity of results. Use data acquisition and simulation software and databases.

• Formulate a scientific question or problem.
• Propose one or more hypotheses to solve a problem or answer a question. Design and carry out experiments or other problem-solving strategies to test the hypothesis(es).
• Use observation and measurement instruments and preparation and collection techniques.
• Interpret results and draw conclusions.

• Read, use and present data in different forms: tables, graphs, diagrams, drawings, research findings, mind maps, etc.

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Use tools and methods to learn

Using languages

Using digital tools

Targeted skills

Science and technology

Using scientific and technological approaches

Targeted skills

Situate yourself in space and time

Science and technology

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• Design and implement an experimental protocol.

Design, create, realize

• Identify the impacts (benefits and nuisances) of human activities on the environment at different scales.
• Base their choices of responsible behavior with regard to their health or the environment on scientific arguments.
• Understand individual and collective responsibility for preserving the planet's resources.
• Participate in the development of safety rules and apply them.
• Distinguish between what is belief or opinion and what constitutes scientific knowledge.

Ethical and responsible behavior

• Situate the human species in the evolution of species.
• Understand different geological and biological time scales (e.g.: history of the Earth; appearance of life, evolution and extinction of living species, etc.).
• Understand different spatial scales for the same phenomenon/function (e.g. nutrition: organism level, organ level and cell level).
• Identify, through the history of science and technology, how scientific knowledge is built up.

Life and Earth Sciences aim to awaken students' interest in science and give them the tools to understand the world around them.

The aims

Life and Earth Sciences are integrated into the science and technology curriculum.

Targeted skills

In addition, education in sustainable development, climate change and biodiversity is a major educational challenge for students. The knowledge and skills needed to study these themes are one of the main threads running through the teaching of life and earth sciences.

Life and Earth Sciences

• Students are introduced to the scientific investigative approach, developing their curiosity, critical thinking and problem-solving skills.

Using scientific methods

Targeted skills

• Students learn the basics of biology, such as the life cycles of plants and animals, and the functions of the human body.

Understanding the living world

Life and Earth Sciences

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• Students discover the interactions between living beings and their environment, and the impact of human activities on nature.

Environmental awareness and ecology

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• Envisage the nature and scale of future changes and disruptions, and suggest possible responses to enhance resilience. Identify and take into account different types of change (enhancement, adaptation, mitigation, circumvention).

Acting individually and collectively to build a sustainable world

• Discern reliable information and distinguish between facts, opinions and beliefs.
• Identify the actors of sustainability within each of the four pillars of sustainable development (ecological, economic, social and cultural).

Use critical thinking to understand sustainable development issues

• Act within an ethical framework based on principles and values.
• Embrace values such as respect for nature and the diversity of environments, equity, justice, the well-being of living beings, and consideration for future generations.
• Respect the principles of precaution, reparation and the right to live in a healthy environment.

Adopt ethical and responsible behavior towards the environment and human society

• Understand how the climate or ecosystems function, taking into account interdependencies, interactions and uncertainties at different spatial and temporal scales.
• Understand the impact of human activities.
• Identify players and issues.

Open up to the complexity of sustainable development issues

Sustainable development education

Targeted skills

Life and Earth Sciences

Targeted skills

The aim of physical education and sport throughout schooling is to train clear-headed, autonomous, physically and socially literate citizens, with a concern for living together. It encourages children and teenagers to seek well-being and take care of their health. It ensures that pupils with special educational needs or disabilities are included in the classroom. Physical education and sport introduces children to the pleasures of sport.

The aims

Physical and sports education

• Preparing-planning-representing an action before carrying it out.
• Rehearse a sporting or artistic gesture to stabilise it and make it more effective.
• Construct and implement individual or group learning projects.
• Use digital tools to analyse and evaluate own actions and those of others.

Acquire the methods and tools needed to learn, either on their own or with others, through practical experience

• Respect, build and enforce rules and regulations.
• Accept defeat and win with modesty and simplicity.
• Take on and assume responsibility within a team to carry out a project or fulfil a contract.
• Act with and for others, taking differences into account.

Sharing rules, assuming roles and responsibilities

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• Acquiring specific techniques to improve efficiency.
• Communicating intentions and emotions with your body in front of a group.
• Express the emotions and sensations you feel.
• Use appropriate vocabulary to describe other people's motor skills and your own.

Developing motor skills and learning to express yourself with your body

Targeted skills

Physical and sports education

• Understand the effects of regular physical exercise on well-being and health.
• Know and use objective indicators to characterise physical effort.
• Assess the quantity and quality of their daily physical activity in and out of school.
• Adapt the intensity of your physical effort to your abilities so as not to put yourself at risk.

Learn how to maintain your health through regular, reasoned and reasonable physical activity

• Understand, use and explain the principles of effective technical movement.
• Acquire the basics of a reflective and critical attitude towards sports events.
• Discover the impact of new technologies applied to physical exercise and sport.
• Understand the essential elements in the history of physical practices that shed light on contemporary physical activities.

Acquire a physical, sporting and artistic culture

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Targeted skills

Physical and sports education

6. Advice and guidance

Romanian education system

Romanian education system

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2. Mathematics and natural sciences

1. Language and communication

5. Visual arts and practical skills

4. Physical education for sport and health

3. Man and society

Romania's education system is based on the European Union's 8 key competences and is divided into 6 teaching areas.

Primary education is divided into six teaching areas

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Language and communication

This area focuses on developing the skills of reading, writing, speaking and understanding literary and non-literary texts.

Mathematics and natural sciences

In maths, children learn basic concepts such as numbers, arithmetic, geometry and problem solvingThe natural sciences include the basics of biology, physics and chemistry, helping children to understand the natural world around them.

Man and society

Students learn about the rights and responsibilities of citizens, the rules and laws of society and the importance of civic participation.

The 6 teaching areas

Physical education for sport and health

This area focuses on developing motor skills and coordination and promoting a healthy lifestyle through physical activity and sport.

Advice and guidance

This area aims to develop each child's personality, respecting their own level and pace. Pupils are encouraged to develop their social, emotional and cognitive skills, enabling them to interact effectively and creatively with their social and natural environment. This area also focuses on guidance and counselling to help pupils discover and develop their personal potential.

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Visual arts and practical skills

This area includes drawing, music, drama and other forms of artistic expression, stimulating creativity and an appreciation of aesthetics.

The 6 teaching areas

Targeted skills

English

The aims

Language and communication

At the end of their school career, pupils have a basic level of English. They have reached level A1 of the Common European Framework of Reference for Languages (CEFR).

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• Respond appropriately, in everyday situations, to a simple question/instruction, clearly and very slowly put.
• Recognise the basic location (left, right, here, there) and positions (on, under, in front of, behind, in) of objects in the immediate world in clearly and slowly articulated messages.
• Show curiosity about the overall meaning of children's films and songs.

• Be curious about decoding short, simple written messages from the immediate world.

Receiving simple text messages

Targeted skills

Target skills

• Participation in group or class projects in which they develop short written messages with the help of others.

Write simple messages in everyday communication situations

Receiving simple spoken messages

Living language

English

English

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• Play short, simple songs/poemsGive specific basic information about yourself (name, sex, age) and your immediate environment.
• Write short personal introductory messages (hobbies, address).
• Introduce a familiar person or character using a few familiar details (name, sex, age, hobbies).
• Take part in communication games in which pupils reproduce or create short rhymes/messages.
• Asking for and giving short, simple information about the location of objects in the immediate world.

Oral expression in everyday communication situations

Targeted skills

Target skills

Living language

English

English

The Natural Sciences area includes the basics of biology, physics and chemistry, helping children to understand the natural world around them.Learning content is grouped into the following areas: - Life sciences ; - Earth Sciences ; - Physical sciences.

The aims

Targeted skills

Naturalsciences

• Identifying the stages of an environmental investigation based on a given plan.
• Develop your own environmental investigation plan.
• Apply a given plan or your own plan to carry out an environmental investigation.
• Graphically represent the results of observations made during research, using tables, diagrams and simple formulas.
• Draw conclusions from the results of your own investigation.
• Present the conclusions of the investigation on the basis of a given plan.
• Present the conclusions of your own investigation

Investigating the environment using specific tools and procedures

• Identify some of the characteristics of living and non-living things.Identify the relationships between bodies in phenomena and processes.Use criteria to compare, order and classify bodies, phenomena and processes.

Exploring the characteristics of bodies, phenomena and processes

Targeted skills

Natural sciences

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Targeted skills

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• Recognise the impact of a healthy lifestyle on the body and identify common ways of staying healthy.
• Recognise the impact of their own behaviour on the environment.
• Identify ways of protecting the environment.

Solve everyday problems by capitalising on what the student has learned about their own body and the environment

Targeted skills

Natural sciences

Targeted skills

The aims

Man and society

Students learn about the rights and responsibilities of citizens, the rules and laws of society, and the importance of civic participation.History and geography are integrated into this teaching area.

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Targeted skills

Applying rules of behaviour in everyday life

• Explore each person's personality.
• Recognise the places (local, national, European) where the person belongs.
• Identify some of the person's characteristic moral traits.
• Identify the elements relevant to belonging to different communities (local, national, European).
• Explore small groups and their rules.
• Explore some of the moral standards that govern relationships with others.

Targeted skills

Man and society

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Targeted skills

Demonstrate moral and civic behaviour in familiar contexts

• Recognising and having positive attitudes towards things, plants and animals.
• To explore relationships between members of the group.
• To explore the moral values underlying relationships with others.
• Recognise moral and civic behaviour in everyday life.
• Distinguish between prosocial and antisocial behaviour.
• Identify the universal rights of the child.

Targeted skills

Man andsociety

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Targeted skills

Cooperating with others to solve simple tasks, showing a willingness to cooperate

• Maintain positive relationships with others to solve simple tasks.
• Taking part in activities in small groups, assuming rights and duties.
• Taking part in activities to promote the universal rights of the child.
• Taking part in projects with a moral and civic content within the class, the school or the local community.

Targeted skills

Man and society

Targeted skills

The aims

History

Familiarise pupils with the past, from familiar situations (facts, events linked to the past of the family or town) to subjects further away in time and space. The proposed approach integrates local history into national history and national history into world history. The cultural perspective enables pupils to discover other European peoples, their professions, their way of life, their customs, their mutual influences...

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• Put family events and facts in chronological order.
• Locate historical events in space.
• Recognise people's preoccupations with time and space.

Locate historical events in time and space

• Identify historical sources using a variety of tools, including information and communication technologies.
• Apply simple source analysis procedures to identify a variety of information about the past.
• Identify, on the basis of sources, causes, consequences and what has or has not changed in a given period.

Explore relevant sources to understand facts and events in the past and present

Targeted skills

Targeted skills

History

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• Be familiar with the characteristics of historical narratives and descriptions used in history and geography, and produce them.
• Produce graphics and maps.
• Learn the techniques of argumentation.

Use historical terms in different communication situations

• Determining the significance of past and present events.
• Recognise similarities and differences between self and others, between individuals and groups.
• Be open-minded in communication situations.

Building a positive image of yourself and others

Targeted skills

Targeted skills

History

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• Identify geographical terms in different texts/contexts/learning situations.
• Clarify the meaning of basic geographical terms in your own words.
• Use simple geographical terms in familiar contexts.

Present observable reality using general and specific terminology

• Apply basic mathematical operations to understand real-life situations.
• Apply knowledge acquired in other disciplines to describe and explain the reality around them.
• Identify geographical phenomena and processes in the local, regional, national and continental environment.

Use significant elements of mathematics, natural sciences and social sciences to understand the reality around us

Targeted skills

Targeted skills

Geography

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• Identifying the position of features on the map.
• Use signs and other conventional representations.
• Correctly indicate the position of features on map representations.
• Use simple graphic and cartographic representations.

Linking the surrounding reality to its cartographic representation

• Develop curiosity about the geographical features of the local area, the country and the contemporary world.
• Develop an interest in understanding the role of the environment in the life and activity of society.
• Develop an interest in recognising and understanding natural and human diversity.

Develop an interest in the local horizon, the country and the contemporary world

Targeted skills

Targeted skills

Geography

Targeted skills

This area focuses on the development of motor skills and coordination, and on the promotion of a healthy lifestyle through physical activity and sport. PLAY and MOVE is part of this programme, and is aimed at pupils in 4th and 5th classes.

The aims

Physical education for sport and health

• Demonstrate fair play during motoring/sporting activities.
• Assume leadership or subordinate roles specific to sport.
• Consistently display assertive behaviour in school, extra-curricular and competitive sporting activities.

Adopt appropriate behaviour in interpersonal and group relations, based on respect and fair play in motor activities inside and outside school.

• Appropriate application of domain-specific concepts in various contexts (in-school and out-of-school) of physical exercise and sport.
• Comply with the specific rules of sports activities in and out of class.
• Comply with the rules of competitions in the sports disciplines learnt.

Use of specialised language in communication relationships specific to exercise and sport

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Targeted skills

Physical education for sport and health

• Identify the factors likely to lead to deviations from correct posture.
• Constantly work on the harmony of your own physical development.
• Use appropriate motor skills to develop speed, coordination, strength and endurance.

• Practise motor skills to develop joint mobility/stability and muscle elasticity.
• Apply sports motor skills in regulated conditions.
• Demonstrate motor skills with aesthetic components in cultural, artistic and sporting activities.

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• Respect and apply the rules of personal and collective hygiene in school and extra-curricular activities.
• Apply basic rules and follow procedures when using natural warming factors (e.g. adapt to weather conditions, equip yourself correctly, protect yourself....°).
• Maintain correct posture at school and in extra-curricular activities.

Integrate the specific skills acquired into actions aimed at optimising health, physical growth and development and motor skills

Targeted skills

Physical education for sport and health

Playing and moving

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• Use locomotor skills in a variety of conditions.
• Manoeuvre objects in a team competition. Use basic motor skills to carry out complex play activities requiring different efforts.
• Use basic motor skills in integrated projects.

Participation in movement games, organised or spontaneous, according to each person's psychomotor abilities and interests.

Adopting appropriate social behaviour in play activities.

Playing and moving

• Taking responsibility for carrying out individual roles within the group, in play and movement activities.
• Accept victories and defeats in games in a balanced way.
• Organise and adapt movement games as part of school and extra-curricular play activities.

Targeted skills

Physical education for sport and health

Targeted skills

Targeted skills

This area includes drawing, music, drama and other forms of artistic expression, stimulating creativity and an appreciation of aesthetics.

The aims

Visual arts and practical skills

Targeted skills

• Recognise the details of a simple visual message expressed through a variety of artistic forms.
• Recognise the difference between practical information conveyed by visual language and artistic messages.
• Recognise illustrated messages in familiar contexts.
• Express their own opinions on messages communicated through visual language.
• Show curiosity in exploring simple artistic messages expressed visually.
• Differentiate and highlight the characteristics of different categories of elements of visual language in compositions in the environment and in images.

Explore artistic messages expressed through visual language in a variety of contexts

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Targeted skills

Visual arts and practical skills

Targeted skills

• Identify the characteristics/properties of materials present in the known environment.
• Explore certain characteristics/properties of materials in different contexts.
• Transform a material using a variety of techniques.
• Express personal ideas and feelings through the use of line, point, color and form.
• Produce useful and/or aesthetic products by combining easily transformable materials and accessible techniques.

Produce functional and/or aesthetic creations using a variety of materials and appropriate techniques

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Targeted skills

Visual arts and practical skills

• To make unique, personalised and usable products through activities that are essentially manual, creative and fun.
• Modify the initial plastic expression by remodelling.
• Take part in activities that combine elements of visual, musical, verbal, kinaesthetic, musical, verbal and visual expression.

• Use materials in a variety of contexts according to their properties and appropriate working techniques.
• Use appropriate materials and techniques to clearly express the desired message.
• Produce functional designs using a variety of techniques on different media.

Targeted skills

Make functional and/or aesthetic creations using a variety of materials and appropriate techniques

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Targeted skills

Visual arts and practical skills

Targeted skills

Advice and guidance

Targeted skills

This area includes drawing, music, drama and other forms of artistic expression, stimulating creativity and an appreciation of aesthetics.

The aims

• Organising a daily programme of activities with the help of an adult.
• Present the conditions (tools, people, contexts) that make learning easy or difficult.
• Identify favourite hobbies, games and activities.
• Explore familiar or favourite occupations and explain why they are useful.

Expressing emotions appropriately when interacting with familiar children and adults

Use specific learning skills and attitudes in a school context

• Express basic emotions in a variety of situations.
• Identify the rules of communication in school work.
• Use the elements of active listening.
• Exploring interpersonal skills.

• Establish similarities and differences between yourself and others, based on simple criteria.Respect the rules of personal hygiene.

Targeted skills

Demonstrate an interest in self-knowledge and a positive attitude towards yourself and others

Targeted skills

Advice and guidance

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VI. Appendix : SEMVA project presentation file

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