Skills Builder Global

This content was written by

ZŠ a MŠ E. Destinové 46, České Budějovice

Context

Our school was established in 2016. It currently provides education to more than five hundred pupils in nine year groups, taught by thirty-eight teachers and eighteen teaching assistants. The school also includes a nursery school for children aged 3 to 5 years. Our vision is to create a school where people inspire and encourage one another while being kind and active.

Overall impact

The skills logos are displayed in most classrooms, hallways, and on noticeboards. The methodology has provided us with a unified terminology used by both teachers and pupils. Essential skills such as listening, teamwork, and problem-solving have become a natural part of school life – not only during lessons but also during breaks and school events. At first, teachers were concerned about the time demands of implementing new methods in their lessons. Therefore, participation was entirely voluntary. The implementation of the Skills Builder methodology has gradually become a natural part of our school culture. Some teachers are fully engaged, while others are merely observing, and we think both approaches are just fine.

Keep it simple

We set a predetermined time for each skill. Every six weeks, a different skill is highlighted on noticeboards throughout the school. With each new skill, teachers receive an informational email containing details and links to the methodology. We refer to essential skills as often as possible to help pupils recognise them during lessons, breaks, and in their lives outside school.

Start early, keep going

We regularly practise essential skills during lessons. Our aim is to integrate them across all subjects and in everyday communication. We seek opportunities to apply these skills in practical situations. We do not let occasional setbacks discourage us because we believe perseverance is key to success.

Measure it

Initially, we used progress journals, but we are still looking for the most effective way to monitor development. Our effective methods of tracking progress include giving a sticker and a short comment placed directly on the worksheet. Also, having a quick reflection immediately after the activity or after a longer period.

Focus tightly

The teaching schedule was predetermined, and colleagues were informed about the skill currently being practised during regular meetings and via email. The class teacher was responsible for selecting a specific step and communicating this to the rest of the teaching staff. This allowed all teachers to focus on a specific step and choose appropriate activities.

Keep practising

The specific skills and steps are displayed on the classroom noticeboard so they can be practised in all subjects. If there is a lack of available time, we practise the skill through short activities. In lessons, we aim to identify Skills Builder features in our activities, so we do not have to change our teaching methods significantly. Identifying essential skills in quick, everyday learning activities is a priority for us.

Bring it to life

We show pupils how they can use essential skills outside of school (at home, in their free time, and in everyday communication). We want children to understand what they are learning and why it is important to them. Together, we talk about real-life situations where essential skills can be applied. This approach helps children better understand the skill itself and also motivates them to use it naturally in their everyday lives.

What's next

We want to inspire and involve more colleagues in working with the Skills Builder methodology. We plan to introduce the Skills Builder methodology to all first-year classes, enabling pupils to begin learning essential skills from their very first day at school.

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