Skip navigation

English Version

Integrated European Project

This document establishes the curriculum of the subject "Integrated European Project" with a design that can be applied in different countries. It is the intellectual output of the Erasmus+ project “How are you going to make a living?” (Strategic Partnerships in Education and Training, Key Action 2), which supports actions consistent with the Europe 2020 Strategy, whose headline education target is to reduce early school leaving less than 10% and increase attainment in tertiary education to at least 40% by 2020. The European Union has been fostering actions which support the future employment and growth through more successful labour market integration and more mobility. In education, the Erasmus+ program has among its priorities:

  • Developing basic and transversal skills (such as entrepreneurship, digital skills and language competences) in all fields of education, training and youth, using innovative and learner-centred pedagogical approaches and developing appropriate assessment and certification methods. In particular, supporting innovative activities that foster the assessment of transversal skills and that promote the use of Content and Language Integrated Learning (CLIL) or reciprocal learning to increase language.
  • Enhancing digital integration in learning, teaching, training and youth work at various levels: promoting access to and learning through Open educational Resources (OER); supporting ICT-based teaching, training and youth work, as well as ICT-based assessment practices.
  • Addressing low achievement in basic skills through more effective teaching methods. In particular, through projects that: foster multidisciplinary and inter-disciplinary approaches; integrate the teaching of basic skills (maths, science and literacy); promote problem-based learning; or foster innovative approaches to teaching technology-rich environment.

The Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, defined as a combination of knowledge, skills and attitudes appropriate to the context. They are particularly necessary for personal fulfilment and development, social inclusion, active citizenship and employment. Key competences are essential in a knowledge society and guarantee more flexibility in the labour force, allowing it to adapt more quickly to constant changes in an increasingly interconnected world. They are also a major factor in innovation, productivity and competitiveness, and they contribute to the motivation and satisfaction of workers and the quality of work.

The definition of curriculum as the regulation of the elements determining the teaching and learning processes for each subject:

  1. Objectives: references related to the targets must achieve by the end of the educational process, as a result of the learning-teaching experiences intentionally planned to this end.
  2. Competences: capacities to apply in an integrated manner the specific contents of each subject and educational phase, in order satisfactorily to perform activities and efficiently resolve complex problems.
  3. Contents: sets of knowledge, abilities, strategies, skills and attitudes that contribute towards the achievement of the objectives of each subject and educational phase and to the acquisition of competences. The contents are ordered into subjects, which are classified into material, spheres, areas and modules according to the subjects, educational stages or programmes in which students participate.
  4. Assessable learning standards: details of the assessment criteria which enable one to define the results of learning and specify via actions what students should know and know how to do in each subject. They should allow grading of performance or achievement. They must be observable, measurable and assessable as they contribute to and facilitate the design of standardised and comparable tests.
  5. Assessment criteria: it is the degree of acquisition of competences and the fulfilment of objectives of each subject and educational stage: assessment references that define what is to be evaluated, what students must achieve, in terms of both concepts and procedures or attitudes. They respond directly to what the subject seeks to achieve.
  6. Teaching methodology : which includes both the description of teaching practice and the organisation of teachers’ work.

The contents, evaluation criteria and assessable learning standards are grouped in blocks of contents that identify the main areas of the subject. This design allows different ways to organize the curricular elements and adopt the most appropriate to the characteristics of the students.
The integration of key competences in the curriculum is done through the proper description of relations between the skills and content and evaluation criteria.