We have been implementing Skills Builder for three years now, but we became familiar with it earlier. However, we considered it important to establish a clear implementation system for teaching, so we chose to start with the new school year. Based on an agreement of the entire teaching team and their collaborative work, we created a system in which we work with Skills Builder across all grades from September to June of each school year. We reinforce perseverance through regular joint discussions. We know it is necessary to remind ourselves how and when we work with the program so that routine does not turn into disinterest. An essential part of this principle is also the fact that all new colleagues are required to become familiar with the program's methodology before the start of the school year. During the preparation week, we plan joint meetings with the "newcomers" on the team, explaining the principles of working with the program and what is expected of them as teachers. Their use of Skills Builder is continuously supported and supervised so that they have the opportunity to properly adopt the program and make it part of their teaching.

At school, we work only with formative evaluation expressed verbally. In feedback to pupils regarding their behavior, interactions with classmates and teachers, and communication at school, the changes and progress achieved in soft skills are naturally described. Primary school pupils hear this evaluation in a brief form at the end of each week, and it is reflected in discussions during student-led conferences (in the first and third quarters) as well as in the mid-year report card. In lower secondary school, similar feedback occasionally resonates in monthly evaluations, and student progress is always captured in feedback on behavior on their report card. An integral part of the evaluation is also the self-assessment of pupils, preceded by moments when they set goals themselves that they want to focus on and dedicate themselves to in class. This creates many further opportunities for shared discussion about progress in developing their soft skills.

Each skill is dedicated one month during the school year. In December and January, and in May and June, one skill is practiced over two months, as these periods are quite dynamic, often shortened by holidays and other school activities. At the beginning of each month during our weekly staff meetings, all homeroom teachers share which step or steps the pupils in their class are currently on. Following this pedagogical assessment, they present how they will strengthen and develop the relevant skill with their class during the month. Other teachers in the class are then expected to integrate the skill into their subjects by supporting specific learning activities or setting a task directly related to the skill for students to work on continuously (e.g. this school year, Czech language teachers tasked older pupils with creating a short radio play during February, when we train creative skills). At the same time, the relevant skill is visualized for pupils through the skill logo and title posted in common areas of the school and in most classrooms. The skills we focus on in given months are also listed in wall calendars printed at the start of each school year according to our school schedule.

Every school day begins with a morning circle, which usually takes place individually within classes (joint circles are sometimes held in lower secondary grades). Each day of the week, the circle focuses on a specific topic, with one day per week designated in all classes for soft skills and the Skills Builder program. On these occasions, pupils practice specific skills from the methodology or related activities. An essential part is also reflecting on the experiences gained from the activity. By continuously naming the relevant skill, we further internalize its term and meaning. We consider it very important and effective to regularly integrate the vocabulary associated with Skills Builder into communication with pupils and across all subjects. Rather than isolated experiences, pupils undergo continuous practice of skills, thinking habits, and active vocabulary usage.

We also inform parents about currently practiced skills through weekly newsletters sent out across all classes. This gives parents the opportunity to talk with their children about what is happening at school and where the skill can be observed in everyday life. During lessons, pupils participate in various field trips and educational activities outside school. On these occasions, they regularly practice soft skills by managing non-traditional learning situations and interacting with lecturers or experts who enrich their education. The core implementation of this principle lies in career guidance and career education, which takes place through regular lessons from sixth to ninth grade. Soft skills are a constant topic of conversation in connection with career choices and competencies associated with various professions. Pupils also have repeated opportunities to observe soft skills when meeting representatives of various professions. In eighth grade, students participate in a two-day job shadowing experience where they observe a chosen profession in the field. Their task is to prepare a detailed job profile and conduct an interview with the worker. Observing and commenting on soft skills is an essential part of the report students compile. In April 2026, the school welcomed an international delegation of laboratory school representatives (an event organized by the International Association of Laboratory Schools). Among other things, we presented our use of the Skills Builder program to this professional audience. Two eighth-grade female students participated by describing the program clearly and comprehensively in English. They also organized a specific activity for developing creative thinking and guided the entire group through it. They demonstrated an advanced level of virtually all soft skills from the program. All adult colleagues greatly appreciated their presentation and workshop.