Most lower primary classes are regularly involved in the programme. Each month, a specific skill is chosen as a school-wide focus, and this theme is reflected both in and outside of lessons. Teachers have access to themed plans and shared ideas across the school. Year 4, Class C, serves as a model example of structured and systematic work with the methodology. On the upper school level, additional year groups (especially Year 6 and Year 8) are gradually becoming involved and are exploring their own implementation paths. Regular staff meetings and visits to other schools or "Inspiromat" workshops significantly support continuity and the sharing of good practice.

Tracking progress is currently a development focus in our school. In Year 4, Class C, pupils use self-assessment journals to reflect on specific situations, track their progress, and set personal goals. On the upper school level, feedback is given through class discussion or formative comments, and some teachers record skills in their class books. We also use an interactive tracking table where teachers can record pupil activities, though we are still refining this tool to better meet our needs.

Teachers across the school not only focus on developing specific skills but also intentionally work on defined steps within each skill, as outlined by the Skills Builder framework. For example, in Year 4, Class C, leadership skills are integrated into Czech language lessons—each pupil knows which step they are working on and how it connects to broader learning goals. Skills are incorporated into both traditional and project-based lessons, visualised in the classroom, and regularly reflected upon with pupils. This ensures that pupils see their progress as a guided and intentional process.

Essential skills are integrated into the teaching of various subjects, including drama, art, and classroom community lessons. We regularly incorporate them into project days. During a whole-school project day, each class focused on a chosen skill and a specific step. These days also included collective reflection. In some classes, teaching takes the form of game-based challenges, self-assessment activities, or short group tasks. This ensures that skills are not taught in isolation but are practised naturally as part of everyday learning.

We use and develop skills during extracurricular activities such as school fairs, trips, costume shows, and residential projects. We place strong emphasis on teamwork, mutual support, and recognising skills before and after each activity. During a ski course, pupils reflected on their goal-setting, listening skills, and perseverance in the face of challenges. Teachers prepare opportunities for reflection and feedback. We also plan to involve parents—for example, through home challenges or collaborative outputs. The Skills Builder methodology is linked on our school website.