Šlapanice Elementary School is a modern and dynamically developing school that provides education to more than 1,100 pupils. We are among the largest elementary schools in the Czech Republic, and thanks to an extensive team of pedagogical staff, we create an environment in which every pupil can develop their potential.
Our goal is to prepare children for life in the 21st century. We guide them towards independence, responsibility, cooperation, enterprise, and support their ability to actively respond to the challenges of today's world. We believe that quality education includes not only acquiring knowledge, but also developing skills that help individuals succeed in school, at work, and in personal life.
We are a school closely connected with the local community, and we pride ourselves on open and collaborative communication between pupils, parents, staff, and the public. We create a safe and respectful environment in which everyone can feel accepted, develop their strengths, and gain healthy self-confidence.
For education, we use modern facilities, including a new pavilion opened in 2020. At the same time, we realize that the real quality of a school is not made up of buildings, but of people and relationships. That is why we place emphasis on developing key skills that help our pupils become active, responsible, and confident individuals.
We strive to make the development of the program's eight essential skills a natural part of our educational approach and to support our vision of preparing pupils for a successful life.
In a time of rapid social and technological change, we consider it key to develop not only knowledge in pupils, but also the skills needed for their future personal and professional lives. The Skills Builder methodology provides us with a clear and understandable framework for the systematic development of skills such as communication, collaboration, leadership, creative problem solving, and self-reflection.
At our school, Skills Builder is not a separate subject, but a natural part of everyday education. Skills are purposefully developed across subjects and school projects. Thanks to a shared language and a unified approach, pupils better understand which skills they are working on, can track their progress, and transfer the acquired experience to different situations.
The methodology also strengthens collaboration among educators, supports the sharing of good practice, and contributes to creating a school culture focused on growth, self-confidence, and the long-term development of each pupil. Skills Builder has thus become one of the tools that helps us fulfill our school's vision.
In September, several meetings took place during which we introduced all teaching staff to the Skills Builder methodology and all the skills. Logos of the individual skills are displayed in classrooms and common areas of the school. For mutual communication among school staff, we use MS Teams, where a Skills Builder group was set up. Internal sharing of specific procedures, materials, activities, and teaching experiences takes place here.
Given the size of our school, we had to proceed systematically with the implementation. At the primary level (1st–5th grade), we started working with the methodology from the preparatory class and first grades. Each month we focused on developing one skill. At the lower secondary level (6th–9th grade), we focused on the sixth grades. During the school year, joint meetings of teachers took place, where we always introduced two or three designated skills, step-by-step stages, and activities through which we can train these skills. Teachers have everything written down in a clear booklet designed to make their work easier.
We incorporated the second principle into teaching by making it compulsory for all classes in 1st grade and offering it voluntarily in 2nd–5th grades. We want pupils to get used to it gradually and practice skills over the long term. We make sure they return to them regularly and remember them better. In September, teachers were introduced to the Skills Builder framework, and the first three skills were presented. We left September more flexible so children could gradually adapt to the new environment and major changes. Thus, all first-graders were introduced to the first skill in October. June was an evaluation month, where children together with teachers reflected on everything they had learned, how they did, and what they would like to improve. We already have a concept prepared for the second grade. Regular meetings of teachers took place throughout the year, where we shared our insights, as well as failures and doubts. We supported each other and gained great new ideas.
At the lower secondary level, we addressed the integration of the methodology on a voluntary basis; however, the 6th grades were required to set up a Padlet with individual skills, adding records of various activities in which they develop these skills. In the upcoming school year, we will pay more attention to the implementation of the methodology so that it reaches all classes.
A self-assessment sheet was prepared for 1st-grade pupils with the goal of supporting the development of their soft skills and guiding them to realize their own progress. Each month, attention was focused on one specific skill.
At the end of each month, pupils recorded their own evaluation on the self-assessment sheet using a simple rating scale adapted to their age. At the end of the school year, pupils returned to individual skills and re-evaluated them. Based on comparing their answers, they reflected on the progress made in the initial steps of developing each skill. At the lower secondary level, pupils marked in September on tracking sheets which steps they already master. At the end of the year, they went through individual steps again and marked on their sheets which ones they manage, evaluating the progress they made.
We practiced skills with pupils at the primary level regularly throughout the entire school year. We integrated them into regular teaching as well as thematic activities. We used worksheets (e.g., Spring Festival, Money Game), where pupils evaluated their skills. After each activity, a short, targeted reflection took place. Pupils were able to say what went well and where they used a specific skill. We also worked regularly with skill symbol cards. Thanks to quick reactions to the symbols, children acquired the skills better. Repetition in different situations led to consolidating skills and using them consciously. At the lower secondary level, we focus on the skills that a given class needed the most. We practiced these the most within civics classes – Listening in 8th grade, Teamwork in 6th grade.
At the end of May, a film festival organized by the student council took place at our school. Primary and lower secondary pupils filmed short amateur movies, which were screened in the cinema hall and evaluated by an expert jury. During filming, pupils developed a range of skills (creative thinking, team leadership (director), teamwork, speaking, or planning). The footage took us into the environment of Šlapanice and its surroundings, so the audience gets to know local places. At the same time, the festival was also intended for the public, further connecting it with life outside school. We also tried to cooperate with the parents of our first-graders and preparatory class. Every month, we informed them about the skill currently being developed through a message sent at the beginning of each new month via our communication channel. The letter briefly introduced the skill of the month and listed 3–5 simple activities for the home environment. Parents could try them out with their children at home and help them further develop the given skill.
Pace out soft skills teaching based on feedback from colleagues
Divide skills across year groups:
in 1st grade: 4 skills (each for 2 months)
in 2nd grade: the remaining 4 skills → teachers will thus have more room to go deeper
Include 2 themed days during the school year and focus on reflection
Establish a shared space for educators to record and share activity ideas
Maintain self-assessment sheets for pupils
Use a thematic classroom game focused on skill development
For the lower secondary level, introduce a table in the staffroom to track which skills were developed by which classes, providing a better overview of which skills need to be focused on.
