Me as aFace

European
Value
Shope
Citizen
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Three Gender
Step Method
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Specific
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Conference
Act
aspects
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of
against
violence
il futuro
racism
prevention
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zenophobia
Learning competencies - Learning for Life
rate 1-5
Ability to demonstrate positive Gender, Diversity and Intercultural Communications

n Understanding of equality and diversity, particularly disability, gender and race 3 3 5 3 4 5 5 5 4

n Developing an acceptance and respect towards cultural differences 3 4 5 3 3 5 5 5 4
n Understanding of roles and responsibilities in relation to equality and diversity 3 3 5 3 4 5 4 5 4
n Prepared for living and working in a multiracial society 2 3 5 3 3 5 5 5 3
n Understanding of impacts of harassment, bullying and discrimination 1 2 3 2 3 5 2 4 2
n Taking up opportunities to participate in activities for the benefit of themselves and others 3 3 4 2 4 4 3 3 4
n Taking up opportunities to express views 4 3 4 2 3 3 4 3 4
Understanding of issues relating to sustainable development 3 2 3 1 2 4 4 3 2

Ability to demonstrate Civic, Political and citizenship skills

n Having an opinion about (global) political and social issues 4 4 3 2 2 2 3 4 2

n Understanding of rights and responsibilities as citizens and consumers in the community 4 3 4 2 1 3 4 4 4
n Demonstrating an associative behaviour or undertaking voluntary work 2 3 3 1 2 3 3 3 5
n To distinguish editorial policy of media 3 3 3 1 2 2 2 3 3
n To identify the main political agenda and the ideas of main political parties 2 2 2 2 2 2 2 3 2
To participate in the political process (voting) 3 4 3 2 2 2 2 3 2
n Understanding of role in contributing to their communities 4 4 4 2 3 3 4 4 4
n Understanding of local and wider community, which may include the workplace, learning community or neighbourhood 3 3 3 3 3 3 2 4 4
n Participation in events to support the community, such as voluntary work, charity events and fundraising 2 4 2 3 1 4 3 3 5

Ability to demonstrate key skills and social competence

n developing advocacy and representative skills 4 4 4 4 3 4 2 3 4

n Being cooperative and sharing own opinions in a group 4 3 4 3 3 3 4 3 4
n Being sensitive to the ideas and opinions of other members in a group 4 3 4 3 4 3 3 3 4
n Making decisions or showing initiative about which method is best suited to a task. 3 3 3 2 3 3 2 2 3
n Developing own ways of thinking about tasks and developing their own strategies for overcoming problems 3 3 3 2 2 2 3 2 3
n Prepared to take risks and learn from mistakes. 4 3 4 4 2 2 2 3 3
n Recognising the potential of feedback from others 4 3 3 3 3 3 3 3 3
n Using peer intervention effectively to develop own thinking 3 2 5 2 4 2 3 2 4
n Establishing compromises and find common points on social relations 4 4 4 2 3 3 2 3 4
n Accepting criticism as a new challenge to work on 3 2 3 2 3 2 2 4 3

Ability to effectively develop Creative and ICT skills

n Development of creative/innovative skills using a range of ICT tools. 2 4 5 1 1 2 3 3 2

n Exploring styles of communication and expression using ICT. 3 4 5 1 1 2 3 3 2
n Transferring knowledge and applying ICT skills to other contexts. 3 3 5 1 1 1 3 2 2
n Access independent, student-centred resources and using them to effect. 2 3 4 1 1 2 2 3 3
n Using ICT to present and communicate 1 2 5 1 2 1 2 3 2
n Using ICT to make learning activities practicable 1 4 5 1 2 1 3 3 2
n Employing ICT to gain access to experiences, information or resources in ways that are not possible with other media. 2 4 5 1 1 2 2 3 2
learning is enhanced by reaching beyond the classroom, via e-mail, Internet use etc, 2 1 4 1 1 2 1 3 1

Teaching Competencies

Meeting the needs and interests of learners

n Helps learners to build on what they have already achieved and experienced before starting their programme 3 3 4 3 3 4 4 4 4
n develops learning programmes that are accessible in terms of timing, location, mode of delivery and duration 2 2 4 4 2 4 3 4 4
n involves learners in the design, planning and delivery of programmes and progression opportunities 4 2 3 3 2 3 3 3 4
n provides structured courses of study at different levels, with a variety of interesting and useful activities 2 2 4 4 3 3 3 5 3
n develops learners’ personal skills and knowledge including self confidence, independence, tolerance, accountability an social responsibility. 5 3 3 3 3 4 3 3 4
n provides support to develop the concept of independent learning and study skills (learning strategies 3 2 3 2 2 3 4 2 4
n supports the development of key competences e.g. teamwork and communication skills 4 2 4 4 3 3 3 3 4
n involves learners in the evaluation of the provision 4 1 4 1 3 4 3 2 4
monitors and reviews learners’ progress 2 1 5 1 2 4 3 2 4

Providing effective assessment to support learning and development

n uses multidisciplinary approaches to initial and ongoing assessment 2 2 3 2 2 4 2 3 3

n provides initial assessment, further diagnostic assessment and additional learning support for learners from an early point in their programme2 3 4 2 2 4 3 2 3
n works with learners to develop individual learning plans that are informed by initial assessment 2 2 3 1 3 3 3 2 3
n uses initial and diagnostic assessment to provide an accurate basis on which to plan an appropriate programme of work 3 2 3 2 3 3 2 3 4
ensures that assessment is fair, accurate and carried out regularly 3 3 4 1 3 4 3 3 4

Providing effective teaching and training to support learning and development

n uses multidisciplinary approaches to curriculum development 2 2 3 3 3 3 2 2 3

n Provides clear instruction ( written or verbal) that enables learners to continue working independently 2 1 4 3 2 3 2 2 4
n plans sessions to take account of meeting the needs of different groups of learners fully 3 2 3 2 3 3 3 4 3
n ensures adequacy and quality of e-learning 1 1 5 1 1 1 2 2 2
n provides practical learning activities that are relevant to learners’ planned progression aim 3 3 5 3 2 4 3 2 4
n plans individual learning sessions with clear objectives that are understood by learners 3 2 3 3 2 2 3 2 4
n adapts sessions to reflect the progress of learners 3 2 4 2 2 3 3 2 3
n motivates and engage all learners, whatever their age, ability and cultural background 3 3 4 3 3 4 2 4 4
n promotes equality of opportunity and awareness of cultural and linguistic diversity 2 2 3 3 4 4 4 5 3
n promotes cooperation, teamwork and support between learners 4 3 3 2 4 3 3 3 4
n provides activities which are suitably demanding 3 3 4 3 2 4 3 3 3
n Promotes learner self reflection through use of diaries, portfolios , self assessment 3 3 4 2 2 3 3 2 4
n ensures learners understand how well they are progressing towards their learning goals and what they need to do to improve 3 2 4 2 2 2 2 2 4
n regularly informs all stakeholders about learners’ progress 2 1 4 1 1 3 3 2 3
promotes the role of work experience and employment in learning 2 2 3 2 1 2 2 2 4

Providing effective resources that support learning and development

n Ensures learning resources and materials are suitable and relevant to learner needs 2 3 4 2 3 4 3 3 3
n Ensures learning resources and materials are understandable and support learning 3 2 4 2 3 3 3 3 3
n Ensures learning resources and materials are of a high quality 2 2 4 3 3 3 3 3 4
n identifies quality and safe learning materials and learning resources, including specialist and/or adapted resources and practical settings 2 3 4 2 3 3 2 2 3
n use creative and attractive methods 3 3 5 2 2 5 4 4 4

TOTAL 193 183 264 151 168 212 199 210 230